Impact of remote teaching during the pandemic period on chemistry learning: a systematic review

Abstract

With the aim of verifying the impacts of the insertion of remote teaching during the COVID-19 pandemic period on the teaching and learning of Chemistry, this work was carried out along the lines of a systematic review in the Portal of periodicals databases of the Coordination of Improvement of Higher Education Personnel (CAPES) and SciELO, using "chemistry teaching" "remote teaching" and "pandemic" as descriptors, from March 2020 to September 2022. Nine scientific articles from peer-reviewed journals were selected by peers, with open access, and in Portuguese. Through the reading and analysis of the works, we found that teaching chemistry remotely during the pandemic period represented a challenge for teachers and students, who had to adapt to the new reality of teaching and learning. In this sense, we can point out positive aspects, such as the opportunity to provide learning dynamically and interactively, and negative aspects, such as the lack of knowledge of both teachers and students about digital resources for education. Therefore, remote teaching and technologies can contribute to the teaching-learning of students, but it must be done with planning and mastery of technology for teaching to be effective.