Experimentation and its Impact on Chemistry Learning in Virtual and Face-to-Face Environments after the Covid 19 Pandemic

Abstract

The COVID-19 pandemic in the educational system generated changes in methodologies, strategies, and didactic resources in the development of the teaching-learning process of Chemistry. For this purpose, simulators and virtual laboratories were used as resources linked to learning during the Covid-19 pandemic; after the face-to-face activities, experimental activities in the laboratory were resumed. The research was quasi-experimental with a correlational level and analyzes the incidence of the virtual and physical environment in the learning of General Chemistry, determining that the face-to-face experimental activities have a significant impact on the development of cognitive and procedural skills of students compared to virtual learning with simulators.