Abstract:

Chirality is a designation related to Chemistry. Many chemical compounds present in living beings, extracted from natural raw materials and drugs, are chiral and perform different and important functions for life. In structural terms, all organic molecules with asymmetric structures are called chiral. Two chiral substances are named enantiomers when one of them has a Chemical structural formula equal to the mirror image of the other, and they are not overlapping. Enantiomers of the same organic molecule can play different roles in nature. In the teaching and learning of organic chemistry, especially in the study of stereochemistry, understanding of the structure and the application/importance of enantiomers (chiral compounds) are essential. In this context, we created a didactic proposal for teaching and learning Chemistry, involving the study of the biological importance of chiral compounds a topic that makes up the studies of stereochemistry. In this work, we aim to report the creation of the didactic proposal. It was applied in an Organic Chemistry class composed of pre-service teacher undergraduates in the Natural Sciences, Biology and Chemistry. The didactic proposal was created in the context of remote learning because of the restrictions to face-to-face classes in the pandemic times. Digital Technologies were used to mediate the didactic proposal activities, they were: “Google Drive”, App “Explain Everything” and App “ModelAR Organic Chemistry”. Google Drive was used to store information and materials to support the development of research and the didactic proposal; the “ModelAR Organic Chemistry” application was used to build the three-dimensional structure of the studied organic molecules; “Explain Everything” was used to create an interactive and multimedia presentation, which was prepared by each of the students of the class, as teaching material that compiled and organized all the information, materials and knowledge acquired during the development of the study on importance of the chiral compounds, and was used for the presentation of the final activity of the didactic proposal in an online class. This activity consisted of a fruitful educational activity in the context of remote learning. Details of the steps of the didactic proposal and its development will be presented in the paper.

Acknowledgements:
This study was supported by the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), IFRS/Fapergs, IFRS/CNPq.

Keywords:

Remote learning, Chemistry education, Organic chemistry.