Could not download file: This paper is available to authorised users only.

QR-CODED VIDEOS TO TEACHING AND LEARNING CHEMISTRY IN BRAZILIAN CONTEXT

A. Grunewald Nichele1, E. Schlemmer2, A. de Farias Ramos3

1UNISINOS & Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (BRAZIL)
2UNISINOS - Universidade do Vale do Rio dos Sinos (BRAZIL)
3Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (BRAZIL)
Once Brazil is a developing country we have had a growing number of some digital technologies users. Mobile phones are one of those technologies. Official data show that 36% of Brazilian students had mobile phones in 2005 (IBGE/PNAD, 2007) and 62.3% in 2011 (IBGE/PNAD, 2013). Brazilian government created a program to distribute tablets to high school teachers of public schools in 2012. Both that program and the growing number of students with mobile phones have enabled the development of didactic-pedagogical practices based on the concept of BYOD (Bring Your Own Devices) as well as mobile learning in the educational context. Focusing the teaching and learning process in Chemistry in mobile and BYOD context we aim to investigate the applications (Apps) to smartphones with potencial to Chemistry Education in the Brazilian scenario. We also propose the use of QR codes to teach Chemistry. We have checked the Apps available to smartphones related to “chemistry” and “química” words (the last one is the version in Portuguese to “chemistry”) in App Store monthly, from May/2012 to July/2014. In May/2012, 630 Apps were related with the word “chemistry” and just 30 with “química”. In July/2014, there were 1029 and 94 Apps, respectively. These numbers show the small quantity related to Chemistry available in Portuguese language. This is an important characteristic to adopt mobile learning in the Brazilian context. Therefore we have selected some usual basic techniques of chemistry lab - mass measures, titulation, vacuum filtration, liquid-liquid separation. We have also created videos describing the techniques. These videos were associated to QR codes. The two-dimensional bar codes were shared with the students. Those codes have been at hand in order to help students perform the new techniques and develop their skills.

References:
[1] IBGE/PNAD (2013). Instituto Brasileiro de Geografia e Estatísitca (IBGE). Pesquisa Nacional por Amostra de Domicílios (PNAD), 2011.
[2] IBGE/PNAD (2007). Instituto Brasileiro de Geografia e Estatísitca (IBGE). Pesquisa Nacional por Amostra de Domicílios (PNAD), 2005.