PROPOSTA DE ORGANIZAÇÃO DO GOOGLE CLASSROOM PARA O ENSINO REMOTO DE LIGAÇÕES QUÍMICAS

Abstract

In the context of the covid-19 pandemic, the need for social isolation arose, resulting in the closure of educational institutions. Following recommendations and attempting to mitigate the damage caused to education, national regulations authorized remote teaching while the pandemic situation persisted. The emergency transition brought significant challenges to teachers in continuing the teaching-learning process, especially due to a lack of knowledge about digital environments and technologies and difficulty in applying Information and Communication Technologies (ICTs) effectively. In this context, the present work aims to propose a configuration for the Google Classroom virtual teaching environment, focusing on addressing the chemical bonding content for the first year of high school in a remote format. A bibliographic research methodology was used to understand the main difficulties faced by teachers in using ICTs, as well as to identify students’ challenges in learning chemistry in high school, particularly regarding chemical bonding content. Among teachers, the lack of knowledge and preparation to handle ICTs stands out. On the students’ side, conceptual understanding difficulties are observed, directly compromising their assimilation of chemical bonding content. The proposal presents a suggested organization of content for students, including conducting online synchronous classes, providing support materials, using a virtual laboratory, and applying two objective assessment instruments. Thus, this work was developed with the aim of assisting in overcoming the challenges of the teaching-learning process in high school chemistry.