Utilização da plataforma digital Wordwall como recurso didático no ensino de química para o conteúdo de soluções

Abstract

The discipline of Chemistry, as taught in high school, is considered complex and lacking context by many students, despite its presence in everyday life. In an effort to make it more dynamic and interactive, many teachers seek to incorporate technological resources. The use of these resources has been expanding in recent years, with the aim of making classes more meaningful to students and contributing to the teaching and learning process. Therefore, the objective is to investigate whether the use of the digital platform wordwall.net has any impact on the teaching and learning process of students in the Chemistry discipline, specifically focusing on the topic of solutions. The theoretical framework includes a brief historical overview of chemistry education, the use of technologies, digital platforms, and Wordwall as a tool for promoting learning in the field of Chemistry. The research employs a qualitative-quantitative approach in the form of a case study, conducted with 170 students in the 2nd year of high school at a vocational school in Pacatuba-CE. Data was collected through a digital form, and the analysis involved categorization and interpretation of the generated graphs. As an educational product, a digital guide for teachers has been created to help them develop Chemistry activities using Wordwall. This guide provides step-by-step instructions for teachers to understand how to use the digital platform and create activities with various Chemistry content, which they can then implement in their respective classes.The analysis and discussions revealed that 78% of the respondents believe that studying the topic of solutions is important because they can visualize its relevance in their daily lives. For 58% of the respondents, the study of Chemistry is very important for their academic formation. 99% stated that they liked the applicability of the Digital Platform Wordwall (DPW) in Chemistry classes, reinforcing its effectiveness as an attractive and beneficial pedagogical resource to enhance the teaching and learning process of the discipline. Analysis of the categorizations shows that 55% of the respondents liked the use of Wordwall because it made classes more dynamic, 14% found that it contributed to improving learning, 7% appreciated the differentiation from the traditional format, 7% of students emphasized that classes became more practical, and 7% reported that the platform facilitated understanding of the content. 92.85% agreed that the platform could be effectively used as an assessment tool in Chemistry classes. 99% agreed that teachers should use DPW to teach other subjects. 57% of students stated that they felt motivated to pursue further studies after using DPW. In conclusion, the integration of DPW with Chemistry content was well-received by students. It is important to note that the implementation of technological resources requires careful planning, adaptation,and an appropriate pedagogical approach. A thorough assessment of the impacts of digital tools on the learning process is essential to enhance their effectiveness and maximize their benefits for teaching and learning. Therefore, this study does not exhaust the topic but offers an opportunity for other researchers to build upon the results and engage in deeper discussions on the subject.