Using Technology to Support Chemistry Teaching and Learning in the Context of Brazilian Distance Education

Esteban Lopez Moreno^1, , Stephany Petronilho Heidelmann² and Ana-Paula Correia³

¹Programa de Pós Graduação em Ensino de Química, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

²Departamento de Educação, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro, Brazil

³Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA

Cite this paper

Esteban Lopez Moreno, Stephany Petronilho Heidelmann and Ana-Paula Correia. Using Technology to Support Chemistry Teaching and Learning in the Context of Brazilian Distance Education. World Journal of Chemical Education. 2018; 6(5):223-229. doi: 10.12691/WJCE-6-5-4

Abstract

Distance education in Brazil exhibits a powerful impetus for education for all. This study examines the use of educational technologies to teach and learn Chemistry as part of an effort to contribute to teachers’ professional development in the context of Brazilian education. Criteria for selection and analysis of different technologies were identified based on teachers’ input and in the context of high school settings. They are: cost, ease of use, applicability in the classroom. The results if this analysis showed that after overcoming initial resistance, teachers used different technologies to increase engagement in the online classroom.

Keywords

teaching and learning of chemistry, computational technologies, chemistry educational applications

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Associação Brasileira de Educação a Distância, 2014 Brazilian Census for Distance Learning: Analytical Report on Distance Learning in Brazil, Associação Brasileira de Educação a Distância, São Paulo, Brazil, 2014. [Online]. Available: http://www.abed.org.br/censoead2014/CensoEAD2014_ingles.pdf. [Accessed: Dec. 10, 2017].
[2]	Maldaner, O A, A formação inicial e continuada de professores de Química, Ed. Unijuí, Ijuí, Brazil, 2006.
[3]	Ministério da Educação, Brazilian Yearbook of Basic Education, 2017. [Online]. Available: https://www.todospelaeducacao.org.br//arquivos/biblioteca/anuario_brasileiro_da_educacao_basica_2017_com_ marcadores.pdf. [Accessed: Jan. 9, 2018].
[4]	Balanskat, A, Blamire, R, & Kefala, S, The ICT impact report: A review of studies of ICT impact on schools in Europe, European Schoolnet, Brussels, Belgium, 2006. [Online]. Available: http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan037334.pdf. [Accessed: Aug. 12, 2016].
[5]	Osborne, J & Hennessy, S, Literature Review of ICT: Promise, Problems and Future Directions, Futurelab, Bristol, UK, 2003.
[6]	Centro Regional para o Desenvolvimento da Sociedade da Informação, Pesquisa sobre o uso das TIC nas escolas brasileiras: TIC Educação 2012, Organização das Nações Unidas para a Educação, a Ciência e a Cultura, 2013. [Online]. Available: http://www.cetic.br/publicacao/pesquisa-sobre-o-uso-das-tecnologias-de-informacao-e-comunicacao-nas- escolas-brasileiras/88. [Accessed: Nov. 12, 2017].
[7]	Bireaud, A. 1995, Os métodos pedagógicos no ensino superior, Porto Editora, Porto.
[8]	Trevisan, T S & Martins, P L O, ‘A prática pedagógica do professor de Química: possibilidades e limites’, UNIRevista, 1(2), 1-12, 2006.
[9]	Rolando, L G R, Vasconcellos, R F R R, Moreno, E L, Salvador, D F & Luz, M R M P, ‘Integração entre Internet e Prática Docente de Química’, Revista Virtual de Química, 7, 864-879, 2015.
[10]	Libman, D & Huang, L, ‘Chemistry on the go: review of chemistry apps on smartphones’, Journal of Chemical Education, 90(3), 320-325, 2013.
[11]	Christensson, C & Sjöström, J, ‘Chemistry in context: analysis of thematic chemistry videos available online’, Chemistry Education Research and Practice, 15(1), 59-69, 2014.
[12]	Rap, S & Blonder, R, ‘Let’s Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning,’ Journal of Science Education and Technology, 25(1), 62-76, 2016.
[13]	Tenório, T, Marques, T, Patterson, N & Tenório, A 2015, ‘O Emprego do e-Mail e do Facebook na Educação a Distância com Base nas Percepções de Alunos e Egressos’, EaD Em FOCO, 5(3), 2015.
[14]	Trindade, J O de & Hartwing, D R, ‘Uso combinado de mapas conceituais e estratégias diversificadas de ensino: uma análise inicial das ligações químicas’, Química Nova na Escola, 34(2), 83-91, 2012.
[15]	Maratori, P B, Por que utilizar Jogos Educativos no processo de Ensino Aprendizagem? [Trabalho de conclusão da disciplina Introdução a Informática na Educação], GINAPE, Rio de Janeiro, 2003. [Online]. Available: http://www.nce.ufrj.br/ginape/paginas/trabalhos.html. [Accessed: Nov. 12, 2017].
[16]	Noh, T & Scharmann, L C, ‘Instructional influence of a molecular-level pictorial presentation of matter on students' conceptions and problem-solving ability’, Journal of Research in Science Teaching, 34(2), 199-217, 1997.
[17]	The PhET Team, PhET Interactive Computer Simulations [Computer software], Physics Education Technology Project, Colorado, 2006. [Online]. Available: http://phet.colorado.edu. [Accessed: Jan. 20, 2018].
[18]	Adams, W, Paulson, A & Wieman, C, ‘What Levels of Guidance Promote Engaged Exploration with Interactive Simulations’? Paper presented at Physics Education Research Conference 2008, Edmonton, Canada, 2008.
[19]	Seery, M K & McDonnell, C, ‘The application of technology to enhance chemistry education,’ Chemistry Education Research and Practice, 14(3), 227-228, 2013.
[20]	Shwartz, G, Shirly, A, Orit, H & Yehudit, J D, ‘The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes’, Chemistry Education Research and Practice, 18(1), 228, 2017.
[21]	Hall, G E, ‘Evaluating change processes: Assessing extent of implementation (constructs, methods and implications)’, Journal of Educational Administration, 51(3), 264-289, 2013. [Online]. Available: https://eric.ed.gov/?id=EJ1006395. [Accessed: Nov. 28, 2017].
[22]	Cetin-Dindar, A, Boz, Y, Yildiran Sonmez, D & Demirci Celep, N, ‘Development of pre-service chemistry teachers’ technological pedagogical content knowledge’, Chemistry Education Research and Practice, 19, 167-183, 2018.
[23]	Ministério da Educação, Teachers Report of Brazil [Perfil docente, políticas para o magistério e níveis de formação dos professores brasileiros], Movimento Todos pela Educação, 2016. [Online]. Available: http://download.inep.gov.br/download/censo/2009/Estudo_do_Professor_por_UF1.zip. [Accessed: Jan. 9, 2018].
[24]	Tess, P A, ‘The role of social media in higher education classes (real and virtual) – A literature review,’ Computers in Human Behavior, 29(5), A60-A68, 2013.