TICS: O USO DE APLICATIVOS MÓVEIS NO ENSINO DE QUÍMICA

Abstract

With the use of information and communication technologies (ICTs), an element that values pedagogical practices can be constituted, since they add, in terms of access to information, flexibility, diversity of supports in their treatment and presentation. This study aimed to assess the use of information and communication technologies (ICTs) in the teaching of chemistry, as well as to discuss their contribution to the learning of chemistry, to define the ease with which teachers can use the applications Wordwall, Kahoot and Plickers in order to carry out a specific activity and analyze whether it is possible to have a coherent, in addition to continuous and diversified, evaluation that cooperates not only for the construction of chemical knowledge, but that takes into account the effort, interest and collaboration between the students. This is a research with a descriptive, exploratory and qualitative approach. Data collection was carried out by applying questions to a second-year high school class at the Federal Goiano Campus Urutaí Institute, using three online applications, Wordwall, Kahoot and Plickers. From then on, the usability, applicability, evaluation and teaching learning that each of the applications made possible for students and teachers was analyzed. Thus, the study demonstrated that the application that best met all needs was Wordwall, because through the students' reports and the analyzes carried out, we found greater attractive quality, in the sense of colors, lights and sounds, ease and independence for students to answer each question and a greater interest in them. We believe that our study achieved the proposed objective and becomes relevant as it demonstrates the most recommended application to be used to facilitate the teaching of Chemistry.