Abstract:

The popularization of smartphones and tablets among students motivates us to develop a survey aiming to understand how mobile technologies can contribute to the processes of teaching and learning in Chemistry from a mobile learning and the ‘Bring Your Own Device’ perspective in pre-service teacher education. Some preliminary results of this survey were previously presented in [1] [2] [3].

Smartphones and tablets have become so popular due to several reasons such as their mobility and the different functions performed through “Apps”. Facing the opportunities of the wide range and low prices of “Apps” for smartphones and tablets as well as aiming potential applications in Chemistry Education, we would like to encourage the adoption of mobile devices and “Apps” in teaching and learning. We have identified various smartphones and tablets “Apps” with this capacity concerning to Chemistry education.

This article will present some available and viable “Apps” to be used in teaching and learning Chemistry. These “Apps” were selected from online stores (App Store and Google Play). Besides, looking for finding out a way to provide and identify limits and possibilities to apply the “Apps” to the education process, we will present some premises and criterions to select and adopt an “App” in the educational context.

References:
[1] Grunewald Nichele, A.; Schlemmer, E. (2015). Contributions of a Pedagogical Practice for the Naturalization of Mobile Technologies in Chemistry Education. ICERI2015 Proceedings, pp. 830-837.
[2] Grunewald Nichele, A.; Schlemmer, E. (2015). Mobile learning and Bring Your Own Device in Chemistry Teaching. INTED2015 Proceedings, pp. 3964-3969.
[3] Grunewald Nichele, A.; Schlemmer, E. (2015). Digital Technological Profile of Future Brazilian Teachers. INTED2015 Proceedings, pp. 9-14.

Keywords:

Chemistry education, smartphone, tablet, Apps, BYOD, mobile learning.