Abstract:

Mobile devices such as smartphones and tablets are changing our relationship with information and the way of producing knowledge. The adoption of these digital technologies in the context of education enables the use of different pedagogical practices. For teaching and learning Chemistry, the interactivity and experimentation that can be enabled by these devices broaden the understanding of this science. In order to investigate how these technologies can contribute to the innovation of the teaching and learning processes in Chemistry from the perspective of mobile learning, the purpose of this paper was to seek and identify the emerging pedagogical practices that have been developed with the support of the digital technologies within the sphere of education in Chemistry. For this, a literature review was performed using the Web of Science database, considering the years 2017 and 2018, and five sets of key words: “Chemistry” and “Mobile learning”, “Chemistry” and “App”, “Chemistry” and “Smartphone”, “Chemistry” and “Tablet”, “Chemistry” and “Bring Your Own Device”. Thirty-eight scientific articles were identified, 24 of which were selected and analyzed. After analysis of the content of these articles, they were organized in five categories, as follows: 1) Creation of chemistry App; 2) Teaching and learning using chemistry Apps; 3) Teaching and learning using general Apps; 4) Creation of “equipment” using smartphones/tablets; and 5) Using an augmented reality App. Respectively, for each of these categories, 4 ,8, 4, 5 and 3 related articles were found. The identification and knowledge of pedagogical practices developed with the support of mobile devices will be the knowledge base to make new proposals for teaching and learning Chemistry in the context of mobile learning.

Acknowledgment:
IFRS, FAPERGS, CNPq/PIBITI

Keywords:

Chemistry, Smartphones, Tablets.