RECURSOS EDUCATIVOS DIGITAIS COMO FERRAMENTA PEDAGÓGICA PARA O ENSINO DE QUÍMICA

Abstract

Technology has become a fundamental tool in supporting various processes and activities, gaining increasing prominence in contemporary society, including the school environment. In an increasingly connected social context, the critical use of digital technologies, focused on knowledge construction, is identified as one of the general competencies to be developed by Brazilian education. Given this reality, this research aims to discuss, reflect on, and understand how digital educational resources can contribute to the teaching-learning process in Chemistry. The research is justified by the fact that these resources, in addition to being part of students' daily lives, can aid in the understanding of the language of Chemistry, as well as its specific concepts and structures. These elements, often abstract and complex, pose challenges to learning and can be better assimilated with the support of digital technologies. The study was conducted at a public state school located in the municipality of Pires do Rio, Goiás, with the target audience being first-year high school students and the Chemistry teacher responsible for these classes. This is a qualitative study, classified as exploratory and descriptive. Data collection instruments included observation and pre- and post-test questionnaires administered to the chemistry teacher and students in the participating classes. The results indicate that one of the main barriers to the use of digital resources in classrooms is the teachers' need for technical skills, as well as the lack of theoretical support to support pedagogical practices using these technologies. Furthermore, it was observed that the use of a gamified platform as a digital educational resource in chemistry classes allowed for a new meaning in the teaching-learning process. Because it is a tool present in students' daily lives and possesses playful characteristics, gamification adds a game-like aspect to an activity not traditionally associated with fun, making teaching more engaging, motivating, and interactive.