Simuladores como elementos tecnológicos no ensino de química

Abstract

Digital resources are increasingly used in teaching and learning environments because they bring a broader view of theoretical contents, which makes schools and teachers look for new alternatives to use these accessory resources in their subjects. Chemistry for its specific characteristics, which often require a more accurate visualization of reactions and transformation processes, has been utilizing these Digital Teaching Resources in the classroom. Teaching resources include simulators, whose use more specifically in kinetics follows the premise of more meaningful learning, so that they can become a useful tool for broadening the understanding of theory and practice more broadly. This paper aims to show how to use the digital resources PhET (Phet Interactive Simulations) and LabVirt, existing in the website Dia a Dia Educação (State Secretariat of Education - SEED). The methodology consists of bibliographic and descriptive research. The literature review was conducted in publications that addressed the theoretical basis of the research, namely Chemistry (content on Kinetics), technological resources, Information and Communication Technologies (ICT), Technological Pedagogical Content Knowledge (TPACK) and teacher training through of the pedagogical project of undergraduate degrees and the disciplines of Information and Communication Technologies. In the discussions of the results we sought to base on theoretical points addressed by Levy (2013), Prensky (2002), Sarti (1987), Mathew e Mishra (2006), Souza (2008), among others. The descriptive research sought to collect and record the facts of reality, which investigated the use of simulators by chemistry teachers, to point out possible interventions for the situation regarding the use of technology and, more specifically of the simulators, from the position of teachers surveyed. The analysis of the results of the field research with the teachers, with experience of 05 to more than 21 years of teaching, indicated the wide knowledge of Digital Resources and its use for different purposes, not only in class, but outside it. However, through research with them, there was a need for greater pedagogical support and more consistent internet resources in schools. Regarding the knowledge and use of PhET and Labvirt, it was observed that the majority (68.8% and 56.3%) did not know or did not access these platforms. Considering the points addressed in this work, it was decided to bring as a final product a Didactic Manual of the Day to Day website, where these resources are allocated. The manual includes the step-by-step use of simulator, as well as suggestions of pedagogical units developed for the teaching of chemical kinetics, expanding the pedagogical content favorable to the teaching / learning process of chemistry in high school.