Over the years it has been possible to notice the growth of applications for educational purposes available on digital platforms. Many of these apps are used in teaching and learning processes, however few are evaluated regarding their theoretical and practical aspects. In this context, in chemistry teaching, specifically the area of organic chemistry, it is inferred that apps can help build knowledge of this Science through visualization and interaction with them, but little is discussed about how these apps are evaluated in practice. Therefore, the present work proposes a new model based on technical and pedagogical aspects, based on evaluation models for educational digital games and Bloom’s digital taxonomy, called the educational application evaluation model (EAEM). In addition, organic chemistry applications available on the Google Play® platform through EAEM are analyzed. The results indicate that the EAEM was efficient in evaluating organic chemistry apps, configuring itself as an alternative for choosing educational apps regardless of the subject, where teachers can analyze the characteristics of the apps according to their pedagogical activities.
Keywords:
educational applications evaluation model; apps; organic chemistry
