TikTok© como nova ferramenta digital no processo de ensino e aprendizagem criativa em química

Abstract

With the pandemic caused by the new Coronavirus (SARS-CoV-2) and the adoption of emergency remote teaching, the use of Information and Communication Technologies (ICT) has played a crucial role in educational processes, especially in the adopted teaching methodologies. Thus, with the new pandemic scenario, the Web assumes the role of a place, a means, and a mediating tool in the educational process, making the use of social networks as an environment for socialization, learning, and knowledge exchange even more frequent. Given this, these resources have gained prominence in the educational field, being increasingly incorporated into educational practice in an attempt to enhance the teaching process and make it more dynamic, contextualized, and interactive. Thus, this work aimed to present an overview of the use of TikTok© in learning creativity in chemistry from the analysis of scientific papers published from 2017 to 2021 in the Scielo, Web of Science, and Google Scholar databases, using as search descriptors: “TikTok”, “Learning TikTok” and “Chemical TikTok” in Portuguese and English. Among the findings, 35 works were selected that addressed the topic for further reading, 8 of which were references dealing with the use of TikTok© as a teaching tool and that supported this study. The survey carried out showed, in general, that a large part of the volume of work is distributed in different areas, such as psychology, management, administration, health, technology, and marketing. Regarding publications aimed at teaching Chemistry, it was observed that studies have focused on describing experiences related to the use of TikTok© as a tool for (a) representation of chemical concepts by anthropomorphism, (b) carrying out and sharing experiments chemical, (c) educational practice using the app, (d) explanation of chemical equations and concepts through animations or drawings. Thus, the analysis of the studies showed that the use of TikTok© and the production of short videos make significant contributions to creative learning, in addition to promoting not only greater student engagement in chemistry classes, but also creating an engaging learning environment and that allows students to develop skills and competencies that go beyond the acquisition of knowledge and contextualization.