Estratégias de aprendizagem de química em tempos de ensino remoto

Abstract

During the period of social isolation, school activities, which previously were entirely offered in person, needed to be rethought in remote activities. In this perspective, the way in which students study the contents and appropriate learning strategies in remote teaching directly influence the learning of the Chemistry contents. This study had as general objective: to describe the learning strategies that students use to study Chemistry during the period of remote classes. The discussion on learning strategies was theoretically based on two authors: Boruchovitch and Coll and referring to mobile devices: Moran, Valero and Leite. In this study, we used the qualitative approach and the content analysis technique according to Bardin. The data were constructed using an electronic form from Google. The empirical field was the Federal Institute of Education, Science and Technology of Pernambuco and the subjects participating in the research were students of the Chemistry Degree course. The a priori categories were five learning strategies: rehearsal strategies, elaboration, organization, monitoring and affective strategies from Boruchovitch. It was found that during the period of remote classes, students used the five learning strategies in a perspective of understanding the contents of Chemistry. However, the ones that stood out the most were the strategies of rehearsal, elaboration and organization strategies to the detriment of the monitoring and affective strategies. It was evident that there are challenges for students regarding the use of affective strategies, with anxiety being one of the main feelings that hinder students in the process of learning the knowledge of Chemistry.