Analysis Of Pre-Service and In-Service Teachers’ Perceptions About Practical Activities Involving Remote Laboratory

The use of information and communication technologies in education teacher training is a topic investigated various areas knowledge. Recognizing aspects related to pedagogical problematization using specific beyond the technical resources practices has also been concern this ​​research area. In scenario, Remote Laboratories present tools that can contribute developing experimental practices, incorporating student's scientific education. This work investigates perceptions chemistry students science teachers regarding an activity involves practical Laboratory. Data collection was questionnaires, analyzed qualitatively through Discursive Textual Analysis technique. Results show positive about type laboratory terms its versatility face real problems environments with few possibilities for actions aimed at working active methodologies, promoting student participation. Most negative refer are not directly remote but associated investigative nature activity. Some topics be improved, such as delay experiment transmission. It possible promote process reflection on these resources.