Concepções dos alunos do curso de licenciatura em química sobre as atividades experimentais realizadas no ensino remoto emergencial

Abstract

Several professors defend the development of experimental activities in Chemistry classes, as they believe that through them students will be able to learn more adequately. Such activities, when improperly planned, do not allow students to build knowledge. Thus, with the emergence and rapid spread of the Covid-19 pandemic, face-to-face classes were suspended as a safety measure, requiring teachers to adapt their practices in order to adapt to the new reality of Emergency Remote Teaching (ERE). In this sense, this work aims to understand the perception that undergraduate students in Chemistry have regarding the development of experimental activities in the ERE and the impacts on professional teacher training caused by these practices. To this end, we prepared a questionnaire containing five essay questions addressing the theme, which were answered individually by nine undergraduates enrolled in the seventh and/or eighth period of the course. By qualitatively analyzing the answers elaborated by the research subjects, we established categories inductively. Thus, we noticed that most teachers forwarded Youtube links with videos produced by other teachers and the report was the most used form of evaluation. In the answers, we identified the defense of the impossibility of carrying out experiments outside the laboratory environment, and because of that, the videos were the best alternative. On the other hand, they mentioned that an alternative would be to carry out experiments at home with easily accessible materials or using technological resources. Still centered on the naive and utilitarian view of experimental activities, the undergraduates claim that the classes at the ERE brought with them the lack of dexterity in handling equipment and glassware. Few recognize that experimentation contributes to the learning process.