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Associação Brasileira de Educação a Distância, 2014 Brazilian Census for Distance Learning: Analytical Report on Distance Learning in Brazil, Associação Brasileira de Educação a Distância, São Paulo, Brazil, 2014. [Online]. Available: http://www.abed.org.br/censoead2014/CensoEAD2014_ingles.pdf. [Accessed: Dec. 10, 2017].

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Article

Using Technology to Support Chemistry Teaching and Learning in the Context of Brazilian Distance Education

1Programa de Pós Graduação em Ensino de Química, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

2Departamento de Educação, Pontifícia Universidade Católica do Rio de Janeiro, Rio de Janeiro, Brazil

3Department of Educational Studies, The Ohio State University, Columbus, Ohio, USA


World Journal of Chemical Education. 2018, Vol. 6 No. 5, 223-229
DOI: 10.12691/wjce-6-5-4
Copyright © 2018 Science and Education Publishing

Cite this paper:
Esteban Lopez Moreno, Stephany Petronilho Heidelmann, Ana-Paula Correia. Using Technology to Support Chemistry Teaching and Learning in the Context of Brazilian Distance Education. World Journal of Chemical Education. 2018; 6(5):223-229. doi: 10.12691/wjce-6-5-4.

Correspondence to: Esteban  Lopez Moreno, Programa de Pós Graduação em Ensino de Química, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil. Email: estebanlmoreno@gmail.com

Abstract

Distance education in Brazil exhibits a powerful impetus for education for all. This study examines the use of educational technologies to teach and learn Chemistry as part of an effort to contribute to teachers’ professional development in the context of Brazilian education. Criteria for selection and analysis of different technologies were identified based on teachers’ input and in the context of high school settings. They are: cost, ease of use, applicability in the classroom. The results if this analysis showed that after overcoming initial resistance, teachers used different technologies to increase engagement in the online classroom.

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