This study investigates the use of teaching resources in Chemistry teaching in schools in the city of Itacoatiara, Amazonas. The objective was to analyze how teachers in the public school system use teaching materials to facilitate learning of the subject, highlighting the most used resources, the difficulties faced and the impact of these resources on student engagement. Using a qualitative approach, the research involved eight Chemistry teachers from four state schools. Data collection was carried out through questionnaires and interviews, which investigated the frequency of use of various teaching resources, including multimedia projectors, videos, textbooks, educational games and the use of laboratories. The results showed that most teachers use audiovisual resources (such as projectors) and educational games to make classes more interactive, but they also pointed to the lack of infrastructure, especially the absence of Chemistry laboratories, as one of the main obstacles. Teaching materials are considered fundamental instruments to facilitate and make learning more engaging. The research showed that, even with the frequent use of teaching resources, the lack of appropriate materials in schools, especially those intended for experimental practices, compromises the implementation of more innovative methodologies. The assessment made by teachers regarding the resources available in educational institutions was mostly “reasonable”, and many highlighted the enthusiasm of students in participating in practical activities and using interactive technologies. The results indicate that, although teachers recognize the importance of teaching resources for teaching Chemistry, the structural conditions and ongoing training of teachers are crucial factors in enhancing the effective use of these tools in the teaching-learning process.
|
