Percepção do licenciando em Química sobre a contribuição do Laboratório Virtual de Química, Vitual Lab, para o ensino-aprendizagem das reações químicas inorgânicas no ensino médio

Abstract

This study is based on a qualitative research that seeks to investigate the perception of graduate students in Chemistry, about the contribution of a simulator of experiments called virtual lab of Pearson, Virtual Lab for Chemistry, as a tool for learning inorganic chemical reactions in high school. The theoretical framework was based on Ausubel’s theory of meaningful learning. Ausubel’s theory takes into account the history of the subject and highlights the role of teachers in the proposition of situations that encourage learning. The hypothesis that guided this research is that the virtual labs are tools used by teachers to benefit the teaching and learning of chemistry. Research participants were 14 undergraduate students in Chemistry, enrolled at UNIGRANRIO. Action research guided the methodological approach and the development of a workshop about the Virtual Lab for Chemistry. Data was collected through a questionnaire, which aimed to identify research participants and their knowledge regarding ICT resources and virtual labs. Participant observation was carried out during throughout fieldwork, which ended with a focus group to evaluate participants’ perception on the use of the virtual lab. As a product, research participants built didactic sequences, using the Virtual Lab of Chemistry as instructional resource. Research results indicate that chemistry’s undergraduates recognize the importance of active teaching methodologies and recognize that virtual labs can be a powerful tool for this purpose.