Elaboração e avaliação de videoaulas sobre segurança no laboratório de Química e experimentação pela técnica Timelapse

Abstract

Video Lessons and Experimentation in Chemistry can have an important role in teaching, regarding several functions and serving as a great learning tool. The audio visual language through images, symbols and connected patterns allow an understanding of the content covered. The teaching research was carried out at the Federal University of Pampa with higher education students (Chemistry course or similar), and volunteers from other institutions, with a pedagogical intervention questionnaire that included a qualitative-quantitative analysis and scale of opinions through a digital questionnaire hosted on the Google Drive platform. In the present work, 4 Video Lessons and a proposal for experimenting with video on the content of the chemistry discipline were created. The video lessons were created using the Blueberry Flashback Express Recorder software. The classes were later posted on a YouTube channel, the proposal for Experimenting on video was carried out using the Timelapse technique that allows the video recording of long-term experiments through programming of the cell phone or camera for taking at regular intervals of photos while the experiment is going on. The general objective of the work was to elaborate, execute and evaluate (validate) video classes on safety in the Chemistry laboratory in audiovisual format. We also propose experiments in Chemistry using the Timelapse technique. The video lessons and the experiment were filmed, edited and made available on a video channel. Complementary digital teaching materials, data collection instruments (questionnaires and opinion scales) were also created, which were analyzed qualitatively and quantitatively. The research participants are higher education students from UNIPAMPA and institutions neighboring Bagé (Chemistry course or similar). It is concluded that the use of the proposals of Video Lessons and Experimentation in Chemistry brings us a great possibility of teaching Chemistry, since there are several themes and experiments that can be approached in a more relaxed and practical way for the student to understand. In relation to video lessons, it can be seen through the questionnaires that all participants have a means of accessing the internet, demonstrating that notebooks and cell phones are the most used, as for the means of research, most participants use Google and Youtube more, considering educational resources as auxiliary tools in the approach to content and construction of knowledge, 100% of the participants recommend its use for study and teaching.Regarding the experimentation by the Timelapse technique, 100% of the participants watched the videos and consider it possible to learn Chemistry through the technique, which makes it possible to observe the development of the experiment and to take advantage of the benefits of digital technologies in the approach to subjects that are often abstract for students.Thus, the results of this work demonstrate its satisfactory applicability for use in the teaching of Chemistry.