CHEMISTRY TEACHERS' PERCEPTION ABOUT THE QUIZIZZ PLATFORM

Abstract

Given that, in a pre-pandemic period, we began to experience a moment of intensified use of digital platforms in the school context, some controversies revolve around the use of gamified platforms in the educational scenario. The research problem is: how have teachers experienced the process of implementing educational platforms in the context of their work routine in the classroom? The aim of the article is to analyse the perception of chemistry teachers about the use of the Quizizz platform as a digital resource in the ‘Paraná Challenge Programme’. The methodology employed is qualitative in nature, using the case study method. For the data collection, we took answers from a questionnaire applied to 12 teachers from the Paranavaí/PR Regional Centre. For the data analysis, categories were organised that illustrate the perception of these teachers in relation to the potential and limitations of implementing this platform. The results show that although teachers have the autonomy to use their own activities prepared by the Department of Education(SEED-PR) technicians and made available on Quizizz, make changes or create their own activities, this material offered in advance is seen by many teachers as an imposition. In conclusion, with regard to Quizizz's potential, the following were highlighted: specific tools and functions for students who have difficulties, the possibility for teachers to create their own activities, the possibility for teachers to create their own activities, the possibility for teachers to create their own activities, the possibility for teachers to create their own activities and the possibility for teachers to create their own activities.