Resumo:
This study investigated the perceptions of higher education chemistry teachers about the use of ICT in chemistry teaching and qualitatively analyzed their perceptions on the didactic use of a remotely controlled experiment. The selection criteria for the participants were teachers who had taught General Experimental Chemistry at some point in their career and who belonged to the chemistry course faculty at a Federal University in the south of Minas Gerais, Brazil. With no distinction being made regarding the respective training or area of expertise. The construction of the Remote Controlled Didactic Experiment (ECDR) on Acid-Base Titration and all stages of idealization, modeling, and programming were carried out in a Remote Laboratory. After validating the experiment prototype, semi-structured interviews were carried out with the aim of understand the role of experimentation in chemistry, how the interviewees use ICT in their classes, their understanding of remote experiments, and their perceptions of the EDCR built. The data analysis revealed resistance from these teachers to the use of ICT in experimental contexts and a lack of knowledge about what remote experiments are and how they can be used in the context of chemistry teaching. When presented with an experiment developed with didactic objectives, the teachers' perception changed, leading them to consider using ICT in their experimental practices as an auxiliary tool for the chemistry teaching process.
