Tecnologias digitais no ensino da química: uma análise sobre sua contribuição para a aprendizagem significativa

Abstract

The teaching of Chemistry in basic education presents historical and persistent challenges that compromise the quality of learning and the motivation of those involved. Among the main problems identified are the scarcity of laboratories and didactic materials, which make the conduction of experimental practical classes unviable and the absence of contextualization of the discipline in relation to the daily lives of the students. These limitations result in teaching frequently based on the memorization of formulas and abstract concepts, which discourages both teachers and students and hinders the construction of meaningful learning. In this scenario, it becomes urgent to investigate methodological alternatives capable of approximating Chemistry to the reality of the students and of promoting greater engagement in the teaching and learning process. Faced with this problem, this research had as its objective to analyze the application of digital technologies for meaningful learning in Chemistry classes of basic education. To achieve this purpose, a bibliographic survey was conducted on the use of digital technologies in the teaching of Chemistry, identifying the most utilized resources, their forms of application and evaluating their contribution to the development of meaningful learning. The methodology adopted consisted of bibliographic research and systematic review, of a descriptive character and qualitative approach, based on sources such as the Portal Periódicos Capes, the Brazilian Digital Library of Theses and Dissertations (BDTD), and the journal Química Nova na Escola (QNEsc). The results evidenced that, when planned and contextualized, digital technologies function as tools of support to the prior knowledge of the students, making the classes more dynamic, interactive, and attractive. Besides favoring the comprehension of the contents, these resources stimulate curiosity, amplify pedagogical possibilities, and strengthen the relationship between theory and practice. It is concluded, therefore, that technology shows itself viable and promising as an auxiliary instrument in the teaching of Chemistry, provided it is accompanied by teacher mediation and adequate planning. Its application makes it possible for the students to integrate prior knowledge with new content in a consistent form, promoting learnings that go beyond superficiality and contributing to the critical and meaningful formation of the students.