The effect of GIF’s on Teaching-Learning Process of Chemical Kinetics
Chemical Kinetics; ICT; GIF
Information and Communications Technology (ICTs) are extensionally used by the “digital generation”, it means students that have grown up with easy access to digital information and communication, and these technologies many times are used at schools and have showed an overall positive effect. However, this assessment cannot be based solely on this, because technology is always changing, so school´s resources are losing space for newer devices and technologies. This study reports an improved design to develop teaching and learning of chemical kinetics base on GIFs animations. Two main bodies of literature emerged from the education research: Meaningful Learning Theory of Ausubel and Social Development Theory of Vigotsky. In this way, the project was divided in 6 times. First, a pre-test was applied and the questions test knowledge on chemical kinetics concepts at three representation levels. Second, a laboratorial class was executed involving two experiments about surface area of solids contact and concentration of the reactants on reaction rate. Next, an atelier for producing GIFs was developed to work together the students. Next step was to insert GIFs as an educational resource on chemical kinetic explanation following by post-test. Finally, the same questions test was applied to explore long-term memory (LTM). Two hundred students from two secondary were divided in two classes (traditional method) and two classes (GIFs method) at Helenita Lopes Gurgel Valente School, Fortim – CE. The results illustrated the overpotential of GIFs on Teaching-Learning Process enhance in terms of greater understanding of kinetic content.