Computational thinking using ICT in Chemical education: a research record in Amazonas/Brazil Region

Eleonora Celli Carioca Arenare

doi:10.33448/rsd-v10i11.13459

Abstract

The research records of the last decade bring a systemic look, which involves historicity and triggers strategies with perspectives to solve problems and dilemmas that involve the educational context. The article addresses the difficulties that teachers have in integrating ICT as a motivating tool for the problem of the lack of interest of students in chemistry classes. The observation was made with chemistry teachers from thirteen public schools in the city of Manaus in the Midwest Zone, the State Department of Education of Amazonas - SEDUC. The results obtained through the questionnaires applied were tabulated and analyzed using the Likert scale, demonstrating how insufficient this integration is. The implications of this research address the difficulties that need to be overcome in relation to the computational thinking of chemistry teachers, bringing perspectives on the need for continuing education courses for professionals involved with this science.

Highlights

Chemistry is a science that studies the elements that constitute nature and the substances that can form, emphasizing their characteristics, combinations, acquisition processes, applications and identification
2.2 Information Collection Tools The questionnaire was based on the objectives of the research, covering situations related to the characterization of the research subjects, level of teacher education regarding the use of Information and Communication Technologies (ICT) to teach chemistry, teachers' conceptions regarding ICTs for the teaching-learning process in chemistry and an investigation on the need for continuing training courses in the investigated process
The questionnaire was based on the objectives of the research, covering situations related to the characterization of the research subjects, level of teacher education regarding the use of ICTs to teach chemistry, teachers' conceptions regarding ICTs for the teaching-learning process in Chemistry

Summary

Introduction

Chemistry is a science that studies the elements that constitute nature and the substances that can form, emphasizing their characteristics, combinations, acquisition processes, applications and identification. Study how these elements will be able to react to each other, from their properties, seeking an understanding for the forms of connections they can exert with other elements, as well as the energy released or absorbed during these transformations. The high number of failures in the disciplines of the area of exact sciences, in high school, indicates a high degree of difficulty in these students in learning scientific concepts. How to expect a student who, when he comes home, computer, internet and many other modern electronic equipment, even those from less favored families, to motivate themselves with classes without using the same technology that is part of their daily life? It is evident that teachers, from any area, urgently need to modify teaching methodologies and strategies, highlighting the understanding of the reasons and objectives that justify and motivate their classes

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Conclusion