Planejamento e produção de vídeos como ferramenta didática no ensino de química experimental

Abstract

The video class is a method of displaying content in a systematic way, which is widely used by students who have not consolidated their learning during class about certain content. In addition, its use in expository classes with an experimental focus in schools that do not have laboratories or adequate space for carrying out experimental activities becomes potential. The present work aims to investigate the use of video as a didactic resource for Chemistry classes, in addition to the production of two videos in order to analyze the perspective and conception of basic education teachers about the theme of using this resource in the learning of experimental chemistry. To this end, two videos were produced, the first simulating an experimental class with alkali metals reacting with water, the other about a demonstration experiment of Acid Rain developed during participation in the PIBID project (Institutional Project for Teaching Initiation Scholarships). This research was carried out with 7 Chemistry teachers who teach in public schools. The short films were recorded following a specific guide for video production. As questionnaires, two questionnaires were used, the first on the teachers' diagnosis and previous knowledge about the theme of videos and the second with the aim of evaluating and analyzing the videos produced as a potentializing element in the teaching of experimental chemistry. With the results obtained, it was observed that all the planning, production and application of the videos were carried out and completed effectively. From the analysis of the answers obtained in the diagnostic questionnaire and previous knowledge, it was possible to conclude that for all 7 teachers evaluated, the video facilitates and encourages learning in experimental chemistry and commented that they will use this tool more frequently in the teaching-learning process. In the responses to the second questionnaire on the evaluation and analysis of the video, it was evident that all teachers approved the two videos regarding language, sound, image, environment, background music and that the content / subject of chemical reactions through the experiments was understood , motivating them to watch the short films. Thus, it is concluded that the use of video as a potentializing element presenting an experimental chemistry class was efficient and that the teachers liked the short films produced a lot.