An analysis of chemistry video classes channels - perceptions of IFG students

Abstract

Video classes have become teaching and learning spaces for different areas of knowledge, and this does not indicate an abandonment of the education so defended by the school, besides we believe that there are many learning spaces, including the internet. This work sought to accompany and help high school students to analyze chemistry video classes on inorganic functions, in an attempt to help them develop criticality and the exercise of analysis. we used the number of views to choose channels and a priori criteria to point out which pedagogical methodologies and strategies were used by teachers/presenters. the students were clear in the notes giving importance to the time of the video class, in the clarity of the teacher/presenter and in the interaction with the followers.