Análise dos vídeos produzidos para o ensino de Química na plataforma digital YouTube em 2021: o que os canais mais acessados abordam?

Abstract

The accelerated evolution of technology has exceeded the use of digital resources resulting in the increase of the need for appropriation of these resources in the classroom, seeing that they are part of the social context and environment of students. In this way, teachers need to adapt to this new educational panorama that is forming. In the context of education in the virtual environment, we have studied follow-up practices of students in remote learning and done analyses of instructional progress to discover the best pedagogic effects in this medium. Academics in education argue in favour of the use of Digital Technologies of Information and Communication (DTIC) as one of the alternative resources to support the process of education and learning, because they are presenting sufficient positive results to justify their use. In the instruction of chemistry, as in other areas of knowledge pertinent to the natural sciences, alterations and improvements are increasingly requested in an attempt to find procedures and mechanisms which promote the improvement in the processes of teaching and learning of students. In this perspective, the objective of this work is to investigate the principal foci of content production to use in social media platforms, such as an instructional resource to assist students learning chemistry. Therefore we have identified the social media platforms which are the most popular for production with the focus on videos and chose to use YouTube®. In this way, the research was carried out in five steps, with the objective to improve and organize the understanding of the analyses: 1. a weighing was made with selection of 16 channels to be studied; 2. classification of the channels; 3. analysis of the content addressed in the channels; 4. analysis of types related to presentation of the content and intrinsic characteristics of the videos, using principally the Moran type of video and Mayer's principles of multimedia learning; 5. analyzing the level of engagement of the students through the commentary on the videos. The results showed that teachers who spent more time on media production in the aspects of vídeo editing and planning were well rewarded in return from their audience. Finally, this reseach concludes with the premise that the dialogue between teaching practive a–nd multimedia instructions can result in a more eficiente teaching and learning process.