O uso de experimentos gravados no ensino de Química

Abstract

The present work investigated the use of recorded experiments in the teaching of chemistry and its contributions to the teaching-learning process of chemistry concepts, analyzing the importance of methodological aspects in the use of videos. Therefore, it locates and defines ICTs in education as conceptual reference categories for carrying out the work; digital resources; videos; experimentation; and the teaching of chemistry. This is a qualitative research of experimental nature that involves students of the public school system in the municipality of Rio Formoso / PE. The subjects of the research were freshmen students of three different classes, and the chemistry teacher. The classes were divided into 3 groups: the Experimental Group (GE), in which the methodology privileges the use of videos with recorded experiments in articulation with a methodology built for this purpose; the Control Group (CG), which experienced only the exposure of the videos, without a differentiated methodological approach; and the Complementary Control Group (GCC), in which chemistry classes were exempted from these variables. Considering this, we tried to evaluate the results in the students' performance in the different approaches during the development of the interventions. For data collection purposes, pre-tests and post-tests were used as instrument in each intervention; in addition to a semi-structured interview with the teacher. The results indicate that the use of videos with recorded experiments assists in the acquisition of chemistry conceptual knowledge. However, when teacher intervention is planned and organized in a pedagogically based didactic sequence student performance is significantly better compared to situations in which such variables are not present. The debate and reflection of the video promote a positive effect on learning, favoring the construction of meaningful learning