ADAPTATION AND CHALLENGES IN REMOTE CHEMISTRY TEACHING DURING THE COVID-19 PANDEMIC: A BIBLIOGRAPHIC REVIEW IN VIRTUAL LEARNING ENVIRONMENTS

Abstract

The COVID-19 pandemic (2019-2022) forced an abrupt shift to emergency remote teaching, intensifying challenges in chemistry education, a discipline historically viewed as abstract and decontextualized. This integrative bibliographic review aims to analyze methodologies employed by Brazilian chemistry teachers in virtual learning environments (AVAs) during the pandemic, examining adaptations, digital technologies, and strategies to overcome remote format obstacles. A qualitative exploratory approach was adopted, involving literature search in 25 Qualis-ranked journals (A1-B2), with inclusion criteria focused on 2019-2022 publications on chemistry teaching in remote settings; content analysis (Bardin, 2011) categorized 18 selected articles. Results revealed predominance of traditional strategies transferred to AVAs (e.g., recorded lectures) and limited use of digital resources (e.g., simulations, flipped classroom), with few innovations; most studies reflected teachers' perspectives, neglecting student views. In conclusion, the pandemic highlighted deficiencies in teacher training for digital integration, underscoring the need for innovative, student-centered pedagogies to foster 21st-century skills in chemistry education.