A. Grunewald Nichele, L. Zielinski do Canto

Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
In Brazil students have increasing access to the internet and to mobile devices such as smartphones and tablets. According to data from National Household Sample Survey (PNAD - Pesquisa Nacional por Amostra de Domicílios - IBGE, 2015) the percentage of Brazilian students – 10 years old or over – who have mobile cell phones is 73.6%. As to the use of internet, 79.5% of the students access it, a substantially higher percentage than the 47.8% of the Brazilian population in general, indicating the easy access of students to the internet, and its potential of being adopted for education. Access to internet via smartphones and tablets provides greater access to information and helps solve problems, contributing to the process of building knowledge. Rethinking and resignifying the adoption of digital technologies within the scope of teaching and learning Chemistry, this work aims to get to know the strategies of teaching and learning developed, that use digital technologies – especially smartphones, tablets and their Apps – as a tool to support the Chemistry laboratory classes. For this a survey of scientific articles was performed in the Scopus, Web of Science and Scielo databases, covering the period from 2011 to 2015. Fifty (50) articles involving Chemistry were found by means of document analysis. Six (6) articles were selected relating to the adoption of digital technologies to support the Chemistry laboratory classes. It should be highlighted that in four (04) of the articles, strategies are reported which propose activities within the sphere of the flipped classroom. Each of these strategies will be detailed in the final article. We will end the presentation of the teaching and learning strategies that use smartphones and tablets describing a strategy that we shall develop adopting QR codes to support Chemistry.