Ensino remoto na perspectiva discente do curso de licenciatura em química do IFPI

Abstract

The COVID-19 pandemic forced educational institutions to quickly migrate from face-to-face to remote teaching. In this context, remote teaching of chemistry can be very challenging because chemistry is known to have its own language and abstract concepts that require a lot of understanding from students. In addition, it requires experimental activities and other methodological strategies that may be unfeasible during this period. Thus, this article aims to investigate the impacts of remote teaching on the teacher training of students who are graduating from the Degree in Chemistry course at IFPI – Paulistana campus. This work has a qualitative and descriptive approach. A questionnaire (elaborated in Google Forms) was applied to 18 students. The main difficulties pointed out by the students were not having a suitable place to study, lack of concentration, poor connection, access to the teacher and not knowing how to optimize study time. The experimental disciplines were the most affected by this form of teaching. Students also reported that, despite being challenging, remote teaching contributed to their teacher training, as it allowed them to know and use some digital platforms (Google Meet, Google Classroom and Google Forms). In addition, many described the possibility of incorporating digital teaching technologies into their classes in the futureBased on the results obtained, it was evident that the remote teaching experience had positive and negative aspects in the students' teacher education. However, students point out that the negative aspects stood out, which made remote teaching generally bad