Technological Tools that Students Use for Meaningful Learning of Chemistry

Abstract

In the field of chemistry, technological tools can be of great use in facilitating meaningful learning and improving understanding of concepts. That is why the general objective of this research is to identify the technological tools used by students for meaningful learning in chemistry. The study was conducted under the methodological approach of descriptive research, with a field design. For data collection, the survey technique was used, and a questionnaire of dichotomous questions was used as an instrument, validated by three experts, with a reliability of 0.92 using the Kuder-Richardson coefficient. This was applied to 52 students of Chemistry I and Chemistry laboratory at the Universidad Valle del Momboy in Venezuela, who made up the census sample. The following results were obtained: the most used platform is Google; within the social networks, Telegram and YouTube are used in a higher percentage to review educational videos; as graphic design tools, it was found that Canvas has greater acceptance for making infographics; and Power Point for making presentations. Among the virtual educational tools, the use of Google Classroom virtual classroom is more popular, and among the digital whiteboards, Jamboard is more popular. In the virtual laboratory applications, the majority use Professor Hurtado's virtual laboratory; for virtual meetings, they prefer Zoom; for interactions, chat predominates.