Avaliação do modelo de ensino de ciências numa escola pública de Anápolis e desenvolvimento de uma ferramenta digital para as aulas de anatomia humana

Abstract

The present work aimed to study and investigate the use of Educational Software, based on Vygotsky’s Theory of Cognitive Mediation (TMC), as an effective approach to teaching organic chemistry. This educational tool aims to assist students in developing cognitive skills and understanding complex concepts through the use of everyday examples and humanmediated technologies. The Educational Software was applied in a public military school, in the 3rd year of high school, to establish a bridge between theory and practice in the resolution of the problem-question. It was developed as a game, using HTML, JavaScript and CSS technologies. Moreover, it has three phases: the first one is focused on plane isomers; the second one, on geometric and optical isomers; and the third one, a content review. Each phase is composed of a differentiated game that stimulates the interaction between theory, practice, and technology. The game presents an interaction of multiple choice questions with the game in each phase, arousing the students’ interest and motivation in this content. Also, unlike quiz games, I wanted and image of the compounds, the Educational Software presents an interaction of games that stimulate learning. A qualitative and exploratory methodology was used, with the application of a questionnaire that demonstrated the preference of most students for the cell phone instead of the computer. An evaluation was also made before and after the application of the Educational Software to obtain the results of the game application. It is hoped that the use of this type of technology in teaching chemistry can make it possible to motivate the students. Moreover, promote the interaction between teachers and students and improve the teaching-learning process of Organic Chemistry, focusing on isomers. After using the website during classes and as a research tool, we applied a second questionnaire to students and teachers to verify its use, and the response was very satisfactory, as the educational product provided interaction and learning for the participants.