USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN CHEMISTRY CLASSES IN THE CONTENT OF GEOMETRIC ISOMERIA (STEREOISOMERY)
DOI:
https://doi.org/10.31692/2595-2498.v2i2.73Keywords:
teaching, learning concepts, APPAbstract
The use of APP in chemistry teaching is a challenge, since it requires several technological and didactic devices, such as a mobile device, a smartphone, thus impelling changes in the way subjects relate to information and produce knowledge. The use of ICT as a resource in the education process should be a pedagogical innovation, but for this to happen, it is essential that the teacher is aware of the possibilities of the technological resource, to use it as a learning tool. This research presents an experience with APP, entitled "Isomère Z / E" using as a methodological apparatus CEK supported George Kelly (1963). This APP is aimed at high school students (3rd year), in the subject of Geometric Isomeria or Stereoisomeria, dealing with the types of isomeria (cis or trans) and (E or Z), where it must identify and name the carbonic structures. This technological tool is found in Playstore at the interface of M. Chardine (2014), this experience was carried out in a 3rd year high school class, in which she is a partner of the program, in the city of Recife - PE. The results obtained were used with the CEK, in which I distinguished in the anticipation some conceptual errors about the classifications of the geometric isomeria as (cis or trans) and (E or Z), already in the investment the explanation of the content considered on top of the numbers of difficulties , it was not necessary to be guided by the rules of the use of the APP in the confirmation or disconfirmation and it can be perceived that the number of errors is equivalent to 16%, where there was a 52% reduction, and the error rate reached 84% showing that the use of didactic resources in the classroom contributes to the process of formation and construction of the chemical concepts, and in the constructive review was concentrated a conversation about the use of technologies in the teaching of chemistry, benefits and harm of its use, and it was perceptible that the use of technology in the thematic stereoisomeria facilitated the understanding of the chemical concepts.
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Copyright (c) 2019 Ayrton Matheus da Silva Nascimento, Natália Kelly da Silva Araújo, Jaqueline Costa da Silva Lima, Patrícia Hander de Lucena Neri (Autor)
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