Um panorama sobre a utilização de ferramentas digitais como mediadoras da aprendizagem de “Química Orgânica” na educação básica

Abstract

The educational models of current times are still closely linked to traditional teaching and distant from the experiences of contemporary society, which is surrounded by different technologies, including digital ones. Given this, how can we then include the technologies that are present in students' daily lives in school education, in this more specific research for organic chemistry concepts in high school, in order to make learning effective and contextualized, this is a question that brings The objective of this research is to analyze the use of digital technologies in teaching organic chemistry concepts in high school, seeking to understand the relationship between teachers and digital technologies in teaching organic chemistry, understanding how these tools are presented to students and understanding whether there was effective learning on the part of the students. The methodology used in this text relies on a bibliographical research, carried out on Google Scholar, on the use of digital information and communication technologies (DICTs) for teaching organic chemistry in high school. The survey results show 26 results divided into three categories: “literature review”, “literature review and proposal for use” and “explanation” that show the relationship between technology and chemistry teaching in different ways. With this, it can be concluded that, even though technology surrounds several areas of current experiences, there is still a scarcity of work that implements it in chemistry teaching, and even fewer are the studies that bring organic concepts with them, so this is a topic which needs to be extensively explored and studied, which contributes to an increasingly contextualized and conscious school education.