Ambiente virtual e aprendizagem Química: uma proposta de intervenção pedagógica na formação inicial do professor

Abstract

Higher education courses in Chemistry, in general, present a continuous diagnosis of evasion. Among the main motivations that influence this occurrence are the reprobations and retention in the early years of the course. The present study aims to learn about factors related to learning that motivate the advancement and retreat of the Chemistry graduates of the IFPI-Campus Parnaíba, as well as the use of a virtual teaching-learning platform to meet their disciplinary difficulties for a better permanence and completion of the training . The approach is qualitative descriptive in the form of an action research. The instrument of data collection was a questionnaire applied to chemistry graduates of the 2nd academic period. The results showed that the subjects of Calculus, Physics and General Chemistry are considered the most difficult by the subjects studied, the latter being the reason for the greater number of disapproval among them, adding these with the teacher's methodology and didactics and previous knowledge , we have the main influencers of the academic performance of these students. It was found that the time of delay to the conclusion of the course and the consequent discouragement of the disapprovals are motivations to withdraw, and that there is a low expectation for the teaching career among the researched graduates. The contributions of the Virtual Platform for the learning and professional formation were identified here, however, the students chose not to participate in the Virtual Environment applied for this research.