Abstract:

The practical activities developed in a laboratory are a major didactic resource for teaching and learning Chemistry, that can be used to construct concepts, as well as for the acquisition of manual skills with laboratory equipment, observation, data collection and problem solving. Recurrently, these activities are developed based on a pre-determined script, a prior explanation by the teacher in the laboratory, and the implementation of the practical activity, with the observation is recorded by hand in a laboratory notebook. By adopting mobile devices such as smartphones and tablets in classes taught in the laboratory it is possible to implement teaching and learning strategies in hybrid environments in which the laboratory activities are associated with activities in the context of mobility or with distance activities (flipped classroom). The implementation of these activities in hybrid environments is possible by using Apps installed in mobile devices. In this context the objective is to identify how the Apps can be used in Chemistry laboratory classes. For this a survey of scientific articles was performed in the Web of Science and Scielo databases, considering the period from 2013 to 2018. Sixteen articles were selected. Among them 5 categories were identified, based on the possibilities of using Apps in practical classes which are social media (Instagram), portfolio (e-Portfolio), bar codes (QR codes), Apps for note taking (Evernote, Notability, Explain Everything), and Apps to create/edit videos. Using the Apps it is possible to provide the collection, interpretation, data analysis and socialization of the result obtained, and also to face the students with problem-situations, make them think, interact and cooperate. The proposal of practical activities with each of the categories of Apps will be presented in detail in the final article.

Acknowledgment:
IFRS, FAPERGS, CNPq/PIBITI

Keywords:

Teaching and learning Chemistry, smartphones, tablets, laboratory class.