New Perspectives in Science Education

Edition 14

Accepted Abstracts

Virtual Simulations: its Performance and its Contributions in the Teaching and Learning in the Content of Solutions

Arlindo Sousa Júnior, Universidade Federal de Uberlândia (Brazil)

Cleber Oliveira, Instituto Federal de Educação, Ciência e Tecnologia do Triângulo Mineiro (Brazil)

Eliete Braga, Universidade Federal de Uberlândia (Brazil)

Viviani Alves de Lima, Universidade Federal de Uberlândia (Brazil)

Ana Flavia Dos Santos, Federal University of Uberlândia (Brazil)


The content of Solution is linked to situations experienced by students, but in general the emphasis on calculations and the use of formulas make it difficult to correlate with everyday life. Experimentation assists, however, due to the lack of laboratories, they are not performed. Since mobile devices are an integral part of adolescents' lives, the simulator of the PhET Colorado portal was used as a strategy to reduce the difficulties of this content, and from the simulation, to enable the inextricable dynamics between theory and practice, facilitating the understanding of the concepts solution, pH scale, dilution and solution concentration. The analysis of the data showed that there was a better understanding of the concepts when using the virtual simulator, contributing to the learning and the revision of several chemical concepts Important concepts were worked out for the understanding of contents that will be studied later, such as Colligative Properties, Electrochemistry and others . Students were led to problematize concepts with group colleagues, formulate ideas and test hypotheses, and build knowledge based on their own observations. Thus, it can be said that technological resources contribute to the improvement of the teaching and learning process, since the use of different languages ​​increases the access to information and facilitates the promotion of knowledge. However, constant research and reflections are necessary in the school environment to provide exchanges of experiences and, at the same time, to evaluate and strengthen this pedagogical practice, since the use of mobile devices or even computers should not be limited to the transmission of information and interaction Social. These technological devices should be perceived as facilitators of the teaching and learning processes. Finally, digital educational resources, in the form of simulations, can make learning deeper and more effective by decreasing the emphasis on the blackboard or blackboard, the omnipotent word of the teacher, and the textbook domain. They are able to stimulate students to apply what they have learned in the practical part, and how the chemical concepts are interrelated and interrelated in explaining the phenomena.

Keywords: mobile devices, PhET Colorado , Solution;

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