Chemistry teaching for visually impaired students: experimentation with the use of assistive technology

Autores

Resumo

Learning results both from the teaching environment provided by the teacher and from the effective participation of students in classes. In chemistry teaching, visually impaired students are excluded from experiments due to lack of adequate material and teacher training to work with these specificities. Containing elements of action research, this investigation focuses on the use of assistive technology as a means for the conceptual meaning of these students in an alcoholic distillation class. Data collection took place through the remaining senses and the intervention of the teacher in training contributed to an independent performance of the students in carrying out the experiment. Our results indicate that assistive technology can be an alternative to inclusive experimental classes stimulated by social interaction aiming at the appropriation of knowledge by the student, that is, a mediation instrument as motivating elements for the learning of chemical knowledge.

Biografia do Autor

Claudio Roberto Machado Benite, LABORATÓRIO DE PESQUISAS EM EDUCAÇÃO QUÍMICA E INCLUSÃO - LPEQI - UNIVERSIDADE FEDERAL DE GOIÁS

ENSINO DE QUÍMICA - INSTITUTO DE QUÍMICA

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Publicado

2022-12-27

Como Citar

Benite, C. R. M., Araújo França, F., Nobre Vargas, G., & Canavarro Benite, A. M. (2022). Chemistry teaching for visually impaired students: experimentation with the use of assistive technology. Educação Química n unto e ista, 6. ecuperado de https://revistas.unila.edu.br/eqpv/article/view/3293

Edição

Seção

Produtos Educacionais e Intervenções em Sala de Aula