Vídeomanuais para o ensino de operações laboratoriais: uma alternativa no ensino de laboratório de química

Abstract

Digital technologies play a pivotal role in enhancing education. Specifically, chemistry education often calls for practical laboratory activities to achieve a deeper understanding. Employing videos tailored to this approach can prove to be a valuable asset in the learning process. The "Virtual Environment for Teaching in Chemistry Laboratories" project aims to create educommunicative materials with simplified language to facilitate access to information related to laboratory equipment, glassware, and chemistry laboratory topics. However, it is crucial to assess the didactic potential of these materials and their acceptance among the target audience. In this context, this thesis aims to investigate the effectiveness of this didactic material through its implementation in a short course. Additionally, it seeks to comprehend how the students who participated in this course responded to the videos produced as part of the AQuí project. The research also delves into the reach of the videos published on YouTube and explores the perspectives of the project team regarding their involvement and the benefits derived from this experience in their academic, personal, and professional lives. To achieve these goals, the thesis meticulously outlines the methodology employed and presents the outcomes in three scientific productions. The first production covers the video production process in the project, including metrics and insights gathered from the publicity of these videos on the AQuí project's YouTube channel. The second part focuses on the use of the videos in an online short course offered to students at the Federal University of Pampa. In addition to evaluating the potential of these videos as teaching tools, this section investigates student acceptance and preferences regarding the didactic materials used. Finally, the third part of the thesis explores the perspectives of the team members who contributed to the creation of educommunicative materials, analyzing the project, the materials produced, and the impact on their academic, personal, and professional lives. In summary, the results demonstrate that the videos from the AQuí project effectively enhanced students' learning, whether used as a final product or as a teaching tool. Students who participated in the short course approved of the videos, which also proved beneficial for their academic performance. Furthermore, the use of YouTube as a sharing platform broadens access to high-quality educational materials, making education more accessible. Overall, these perspectives enrich the discourse on the use of educommunicative tools in higher education, highlighting their relevance for both active participants and beneficiaries of the materials produced. These results indicate potential applications in various disciplines and provide insights into the effectiveness of using videos as an educommunicative tool in higher education.