TICS no ensino de Química: utilização de vídeos como ferramenta de apoio para revisão dos modelos atômicos

Abstract

The introduction of Information and Communication Technologies (ICTs) has transformed education, requiring a reinvention of traditional methodologies. However, in chemistry teaching, the approach is often still decontextualized and traditional, generating disinterest and difficulties in students. The use of videos as an educational resource offers an audiovisual approach that can make abstract concepts more accessible and engage students and teachers in a more dynamic way. In view of this, this work aims to investigate the effectiveness of videos in reviewing atomic models to improve student understanding and engagement. The research was carried out at the Multiverso Passaré school in Fortaleza, with 19 first-year high school students. The stages of the methodology adopted included: producing videos of the atomic models of Dalton, Thomson, Rutherford, Bohr and a video about fireworks; preparing two questionnaires; applying a didactic sequence and analyzing the data collected. The data collected revealed that the students were very familiar with ICTs, which made it easier to integrate the videos into the research. After using the videos, most of the students assimilated the Dalton and Rutherford models. Bohr's model was the most understood, possibly due to the video about fireworks, which brought a connection with the students' everyday lives. However, Thomson's model was more difficult to understand, possibly due to the confusion that can arise in connection with the four atomic models. In addition, the students valued the use of the videos as a support to facilitate revision, pointing out that the visual representations and practical examples made it easier to absorb the information and made the content more concrete. The students also mentioned that the videos helped maintain engagement and made the concepts clearer and more accessible. The methodology, including the production and organization of the videos, was also approved by the students, but some adjustments are needed to improve the assimilation of the content. Thus, the objective of investigating the effectiveness of videos in reviewing atomic models was achieved, showing that this tool is satisfactory for improving engagement and understanding.