Online Chemistry Education Challenges for Rio de Janeiro Students during the COVID-19 Pandemic
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Ricardo Soares [1] ; Márcia Cristina Santiago de Mello [3] ; Cleyton M. da Silva [4] ; Wilson Machado [1] ; Graciela Arbilla [2]
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[1] Universidade Federal Fluminense
Universidade Federal Fluminense
Brasil
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[2] Universidade Federal do Rio de Janeiro
Universidade Federal do Rio de Janeiro
Brasil
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[3] Rio de Janeiro State Department of Education, Brazil
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[4] Veiga de Almeida University, Brazil
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 9, 2020, págs. 3396-3399
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Thirty-six days after the beginning of the 2020 school year in Brazil, the Rio de Janeiro state education system began an unprecedented disruptive period due to the COVID-19 crisis, which abruptly affected general educational activities, particularly chemistry teaching. An adaptation to a new paradigm of remote teaching and massive use of online educational technology alternatives was tentatively performed, generating lessons for improving implemented actions. Educational institutions prepared independent teaching strategies to provide remote chemistry classes for a total of nearly 397,700 students who were able to begin or continue chemistry classes. This “snapshot” of a daily-life reality faced by professionals engaged in chemistry education in Rio de Janeiro’s schools identified the following factors that negatively affected the implemented actions: the applied television broadcaster essentially covered only the heavily urbanized region, leaving out rural and impoverished areas; a significant absence of adequate technological equipment (e.g., smartphones, tablets, notebooks) for students; pedagogical limitations of instructors, without sufficient training to use online technologies; and inherent limitations of video classes, which do not adequately substitute for practical learning in chemistry laboratories. Strategy improvements are imperative, considering that students face the challenge of increasingly being protagonists for the organization and management of the teaching–learning process.
