Apps as a pedagogical resource for meaningful learning in the teaching of Chemistry – Brief review of the literature

Abstract

The teaching of chemistry is characterized as an experimental science, presenting complex contents that make it difficult for students to understand. In view of this reality, the use of technological resources, such as smartphones, through the manipulation of applications (Apps), has proven effective in promoting learning in an interactive and dynamic way in Brazilian elementary education. In order to demonstrate the effectiveness of Apps in the teaching-learning process in chemistry classes, this article presents a brief review of the use of cell phones and Apps in the teaching and learning process in Chemistry classes. The methodology used was a qualitative systematic review of the exploratory type, of publications from databases published in the period from 2017 to 2020. The discussion of the research demonstrated that cell phone Apps can be used as a resource for teaching chemistry subjects, considering that there are numerous applications related to the teaching of the subject, which enables teaching in a dynamic and meaningful way, thus formalizing the development of the student's interest in learning the subjects planned in the school menu. It is necessary to consider that the use of technologies is significant and specific in the teaching of chemistry, however, the traditional methodology of interpersonal contact still corresponds as an indisputable resource in the consolidation of learning.