Uso de laboratório virtual e pensamento computacional como estratégia pedagógica auxiliar no ensino de química

Abstract

Chemistry virtual labs are real laboratory simulators where experiments can be carried out virtually. These virtual teaching spaces gained great prominence as active methodologies during Emergency Remote Education, where social distancing created a significant learning gap. Computational thinking is a strand that also stood out during the pandemic, helping students solve problems using computer science concepts. In this context, this work sought to implement the use of the virtual laboratory and computational thinking as a pedagogical strategy to assist in the teaching of chemistry of two second-year classes of the technical course in administration integrated to high school of the Federal Institute of Education, Science and Technology of Piauí (IFPI) - Cocal campus. To this do so, experimental video classes were performed using the virtual chemistry laboratory Virtual Lab on the contents of chemical equilibrium and acids and bases. The classes were made available to the two classes at different times for later comparison. Two questionnaires were used as analysis instruments. The results show that by performing the virtual experiments combined with computational thinking, the classes obtained better learning, indicating that the teaching strategy employed stimulated the logical reasoning of the students