Vídeos no TikTok como recurso didático para a revisão de conteúdos de química do ensino médio

Abstract

Chemistry education is fundamental for consolidating scientific learning and developing students' logical and interpretive reasoning, especially in light of external assessment criteria such as the National High School Exam (ENEM). However, the appropriation of the curricular content of this discipline is hampered, among other factors, by the high degree of abstraction of chemical concepts, the cumulative nature of knowledge, the reduced time allocated to the subject, and the low motivation of some students. In this context, it becomes necessary to propose didactic strategies that favor the revisiting of concepts in an objective way and compatible with the students' study routine. In parallel, it should be noted that young people are increasingly immersed in digital environments, consuming information through visual, dynamic, and shortduration languages. Platforms like TikTok are part of students' daily lives and present potential for the development of educational materials that engage with their resources and forms of interaction. Thus, this work aimed to produce short videos on the TikTok platform and investigate their use as support for the review of Chemistry content recurrent in the ENEM. To meet this objective, an Educational Product was developed, consisting of a collection of three didactic videos, created with accessible language and visual resources suitable for high school students. The research began with a preliminary survey of students and an analysis of ENEM (Brazilian National High School Exam) tests, which guided the selection of content to be participatory. The collection covers the topics: carbon hybridization, oxygenated organic functions, and hydrocarbon nomenclature, organized according to the specific format of the platform. The produced videos were peer-reviewed by Chemistry teachers, undergoing pedagogical validation and material qualification for later classroom use. The criteria adopted in this process considered technical and pedagogical aspects essential to the effectiveness of the audiovisual resource. The results indicated that the planned use of audiovisual materials can contribute positively to the teaching-learning process, evidenced by the students' favorable evaluation of the adopted criteria, the acceptability of the material as a review resource, and the increase in the number of correct answers to the questions submitted after using the videos. It is concluded that short videos, when intentionally linked to pedagogical objectives, can constitute a viable alternative to support the teaching of Chemistry, acting as a complementary resource to the teacher's work.