Abstract:

In 2020, teachers and students around the world had their teaching and learning processes impacted by the spread of the coronavirus. The COVID-19 pandemic posed a challenge for educational institutions and teachers to adapt to a new teaching format, remote learning. In order to maintain continuity in the teaching and learning process, educators have had to reinvent ways to deliver teaching to each student's home and the adoption of digital technologies has become critical. Focusing on the Chemistry Education, the area in which the authors of this investigation work, the objective of this research was to identify the teaching strategies that were used in the most impactful period of the pandemic for education, the year 2020. Bibliographical research was done in the “Journal of Chemical Education”, in all its publications/issues for the year 2020. The preliminary analysis of the articles was carried out by reading the abstracts of all the articles. 167 articles were selected in which the established conditions were applied. The content analysis of the articles was guided by categories that helped to identify the teaching strategies that were used during the pandemic period. The categories used were: "teaching strategy using mobile devices", "use of digital technologies in the laboratory", "use of applications", "creation of applications", "use of augmented and/or virtual reality", "application in experimental chemistry (creation of equipment)”, “importance of technologies in teaching chemistry”, “creation of didactic material with 3D printer”, “games for teaching chemistry and gamification”, “flipped classroom”, “problem-solving ”, “virtual laboratory”, “use of social media”, “remote and/or hybrid teaching”, “chemistry laboratory during the pandemic”, “activity with video creation: active participation of students”, “activity with creation of videos: production of didactic material by the teacher", "use of video for teaching", "creation of a repository of didactic materials" and "actions for exchanging knowledge between teachers". The first nine categories had been defined a priori, the other 11 categories were being established through content analysis. Details of the articles and teaching strategies used based on these categories of analysis will be presented in the final paper. This bibliographical research allowed identifying different teaching strategies that were used in the year 2020 in educational institutions around the world so that it was possible to continue the teaching and learning process.

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:

Digital technologies, Pandemic, chemistry education.