Objetos Virtuais de Aprendizagem (OVAS) no ensino de química: práticas e percepções em uma escola pública

Abstract

The advancement of digital technologies has brought about significant transformations in teaching and learning processes, especially in basic education. In this context, Virtual Learning Objects (VLOs) are promising tools for promoting meaningful learning. This research aimed to analyze the contributions of using VLOs for teaching Chemistry at the State High School in São José de Piranhas, Paraíba. The study aimed to analyze the contributions of VLOs developed with the Hot potatoes tool to the learning of Chemical Kinetics content by high school students at the State High School in São José de Piranhas, Paraíba. The study also aimed to understand the perceptions and practices of teachers from different fields regarding the use of these digital educational resources. The study was conducted with third-year high school students and teachers at the State High School in São José de Piranhas, Paraíba, adopting a mixedmethodological approach., which uses active methodologies, digital technologies, application of CTS, teacher training, digital platforms, relationships, among others, widely analyzed in this work Initially, a questionnaire was applied to the institution's teachers to identify whether they use VLOs, how they apply them, and their perceptions of the effectiveness of these resources. The data revealed a broadly positive view of the pedagogical potential of VLOs, although limitations were pointed out regarding technological infrastructure, time available for planning, and the lack of continuing education. In the second stage of the study, pre- and post-tests were administered to two groups of students (control and intervention) to assess the effects of using VLOs in teaching Chemical Kinetics. Quantitative results indicated that students in the intervention group performed better on questions requiring greater conceptual understanding, although not all differences reached statistical significance. The qualitative analysis of student perceptions showed a positive acceptance regarding the clarity, interactivity, and contribution of the VLOs to learning. It is concluded that VLOs, when intentionally planned and integrated into well-structured pedagogical practices, can promote student engagement and contribute to improved learning, especially in educational contexts marked by structural and socioeconomic challenges.