A utilização de aplicativos como ferramenta pedagógica nas aulas de química

Abstract

This dissertation investigates the potential and challenges of using mobile applications as a pedagogical tool in Chemistry teaching, focusing on the creation and analysis of two digital learning games (DGs): one about the Periodic Table and the other about Organic Functions. The study is based on the observation that students have difficulty understanding chemical content, largely due to content abstraction, and the need for innovative teaching practices that combine playfulness and technology. Given this context, the work proposes the use of play and digital technologies as an alternative to bring students closer to Chemistry concepts in an interactive and constructive manner. Based on Jean Piaget’s constructivist theories and on references such as Bruno Leite and Marlon Soares’s work on playfulness and Digital Information and Communication Technologies (DICT), it is emphasized that games act as tools for knowledge construction, promoting autonomy and creativity. To this end, the work adopts a qualitative and exploratory approach. The research was conducted in two stages: the first consisted of interviews with teachers who used free apps to develop JDD; the second involved the development and delivery of a mini-course with undergraduate Chemistry students at IFRJ – Duque de Caxias Campus, focused on creating JDD. The data were analyzed using Bardin’s Content Analysis, revealing that digital games promote engagement, autonomy, and meaningful learning, while highlighting challenges such as a lack of teacher training and technological infrastructure. The interviews highlighted teachers’ enthusiasm for innovation, while also highlighting limitations such as lack of time, institutional support, and technological training. In the second stage, analysis of the activities revealed five categories: pedagogical intentionality, structure and mechanics, aesthetics and digital language, pedagogical feasibility, and suggestions for improvement. The results demonstrated the educational potential of the experience, promoting critical reflection, creative autonomy, and professional development among future teachers. The study concludes that the use of apps in Chemistry teaching represents an important pedagogical practice, capable of integrating science, playfulness, and technology, expanding teaching and learning possibilities and contributing to the development of reflective and creative teachers.