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Bruno Leite

Universidade Federal Rural de Pernambuco, Departamento de Educação, Adjunct

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Professor of Chemistry and Technologies in Chemistry Education at the Federal Rural University of Pernambuco. Experience in the area of Chemistry and Chemistry Teaching: In Chemistry conducts research in Theoretical Chemistry and Computational

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Papers by Bruno Leite

Challenges for education in the age of artificial intelligence: what paths can we follow

Journal of Biochemistry Education, 2025

The increased use and appropriation of digital technologies in general, and the Internet in parti... more The increased use and appropriation of digital technologies in general, and the Internet in particular, by large sectors of the population has brought about important social changes in recente years. In a world where information is abundant and easily accessible, technology can play a fundamental role in education. In the last decade, several digital technologies have emerged that have addressed the educational field, unlike in previous decades, in which technologies remained more or less stable, around the use of computers (educational software), audiovisual, Internet (blogs, webquests, etc.), multimedia and, more recently, Artificial Intelligence (AI). In the age of AI, education is facing an unprecedented transformation, placing teachers before new challenges and opportunities. In this symposium, we will address the challenges of integrating AI Technologies into the teaching environment. Topics such as adapting curricula to new technological demands, the need for ongoing teacher training for the effective use of these tools, and the impacts of AI on classroom dynamics and the relationship between teachers and students will be discussed. In addition, the ethical and social implications of adopting AI technologies in education will be discussed, including privacy issues and equity in access to technological resources. Finally, paths and strategies to overcome these challenges will be presented, highlighting the importance of collaboration between educators, researchers and students, ensuring more efficient and inclusive education for all.

Análise do desempenho de chatbots na resolução de questões de Química em provas do ENEM

Educitec -Revista de Estudos e Pesquisas sobre Ensino Tecnológico, 2026

Currently, Generative Artificial Intelligence (GenAI), such as chatbots, has established... more Currently, Generative Artificial Intelligence (GenAI), such as chatbots, has established itself as a technology with great potential to support teaching and learning, including in the field of Chemistry. These tools can promote student autonomy by offering explanations of content and different ways to access information. However, doubts remain about the accuracy and reliability of the generated responses due to the inherent limitations of these systems. The National High School Exam (ENEM) represents one of the main pathways to higher education and includes in one of its criteria is the assessment of knowledge in the area of Natural Sciences, which includes Chemistry subjects. This reseasus criterios la evaluación del área de conocimiento de Ciencias Naturales, que comprende temas de Química.El objetivo de esta investigación fueanalizar el rendimiento de los chatbots de lAGen en la respuesta a las preguntas de Química del examen. A partir de un enfoque cualitativo, se analizaron las preguntas de Química del ENEM en el período de 2014 a 2024 utilizando diferentes sistemas de IAGen (ChatGPT, Gemini, LuzIA y Copilot), comparando las respuestas generadas. Los resultarch aimed to analyze the performance of GenAI chatbots in answering Chemistry questions from the Exam. Using a qualitative approach, the Chemistry questions from the ENEM exam between 2014 and 2024 were analyzed using different GenAI systems (ChatGPT, Gemini, LuzIA, and Copilot), comparing the generated answers. The results show that chatbots achieved a high accuracy rate on questions of low conceptual complexity, but demonstrated limitations when faced with questions requiring greater interpretation or theoretical mastery. It is recognized that the tools used have the potential to support teaching work, provided that their use is accompanied by critical mediation and adequate mastery in the developing specific prompts. This study highlights the importance of using these tools consciously, as well as the need for teachers and students to be prepared for their use.

Analysis of augmented reality applications for teaching chemistry based on the Cognitive Theory of Multimedia Learning

Química Nova, 2026

In an increasingly digital world, education has also seen a transition to the use of innovative t... more In an increasingly digital world, education has also seen a transition to the use of innovative technologies that promise to revolutionize the teaching and learning process. Augmented reality (AR), for example, has the potential to improve the educational environment by making abstract concepts more accessible to students. In the chemistry field, a subject often considered complex, the ability to visualize and interact with phenomena can be particularly valuable. However, few research involving the use of AR applications (apps) in chemistry teaching have approached their design and application based on cognitive theories. This research addressed this gap in the literature by analyzing seven AR applications for teaching chemistry available on Google Play in 2025. The results show how cognitive theory of multimedia learning (CTML) principles are implemented in AR applications while also offering relevant considerations for developers and educators. Data points to the need to produce educational applications that include pedagogical aspects, which will allow the use of AR to be effective and inclusive. Finally, CTML has proven to be a relevant approach for developing and applying AR apps, providing important theoretical guidelines for developers and instructional designers to create applications based on learning theories.

Residência Pedagógica em Química: compreensões e perspectivas para a formação de professores

Química Nova na Escola, Jul 31, 2023

PRP) constitui um espaço auxiliar para a realização de práticas formativas nas escolas buscando a... more PRP) constitui um espaço auxiliar para a realização de práticas formativas nas escolas buscando aperfeiçoar a formação dos discentes de cursos de licenciatura e dos docentes da educação básica. Assim, este estudo tem o objetivo de compreender as percepções sobre a participação no PRP e sobre as contribuições para a formação profissional apresentadas por três professores de Química. Para isso, realizamos entrevistas semiestruturadas e, realizamos a análise dos dados buscando identificar os significados manifestados pelos docentes utilizando como técnica a Análise de Conteúdo de Bardin. Os resultados mostram que, para os docentes, a participação no PRP traria desenvolvimento para a escola e para a própria formação profissional. Para eles, as atividades do PRP contribuíram para a formação devido ao contato com novas estratégias. Entretanto, os docentes relataram sentir falta de maior atenção e orientação das atividades pelos orientadores do PRP. residência pedagógica, formação de professores, ensino de química

O uso de Tecnologias Digitais da Informação e Comunicação no ensino de Química através de Metodologias Ativas: uma análise sobre as potencialidades da Aprendizagem Tecnológica Ativa

Anais do 20º Encontro Nacional de Ensino de Química (ENEQ Pernambuco), 2021

Antonio Carlos Pavão: A Remarkable Scientific Trajectory

Revista Virtual de Química, 2018

Antonio Carlos Pavão has been highlighted by the diffusion of science in Brazil and World. With y... more Antonio Carlos Pavão has been highlighted by the diffusion of science in Brazil and World. With your scientific versatility, research in several areas, among them the Theoretical Chemistry and the Scientific Dissemination. Pavão combines the ideal with the practical to bring science to the masses and create the next generation of scientists. He was cited by the journal Science, with 12 educators selected in the world, highlighting their role as Professor-Scientist. In this paper we briefly describe the main contributions of one of the most notorious scientists in the country.

A Concepção De Um Professor Designer: Analisando Um Caso No Curso De Licenciatura Em Química

A busca por constantes mudancas educacionais nao depende apenas dos professores e de sua formacao... more A busca por constantes mudancas educacionais nao depende apenas dos professores e de sua formacao, alem de outros fatores, e preciso considerar tambem a transformacao das praticas pedagogicas na sala de aula. Este artigo tem como objetivo identificar quais docentes do curso de licenciatura em Quimica de uma universidade federal apresentam caracteristicas de um professor designer , ou seja, se sao empaticos, tem pensamento integrativo, apresentam otimismo, sao inovadores (experimentalismo) e colaborativos. Para isso, esta pesquisa adotou uma abordagem qualitativa, tratando-se de um estudo de caso, realizando entrevistas individuais com todos os docentes que ministram disciplinas no curso. A partir da elaboracao do mapa de empatia, os dados foram coletados por meio da analise textual discursiva. Os resultados mostram que o experimentalismo, pensamento integrativo e otimismo foram as caracteristicas de um professor designer mais observadas nos discursos dos docentes. Alem disso, observ...

Integração da impressão 3D no ensino de ciências da natureza: uma revisão sistemática da literatura

Revista Ensino & Pesquisa, 2025

3D printing has emerged as one of the most promising technologies in recent years, which can be u... more 3D printing has emerged as one of the most promising technologies in recent years, which can be used in different areas, such as industry, medicine, engineering, entertainment, and education. In education, 3D printing presents several possibilities to contribute to facilitating the teaching and learning process. In this sense, the present article aims to carry out a systematic review of the literature on Google Scholar from 2018 to 2023 to investigate and analyze works that used 3D printing as a teaching tool in the context of Natural Sciences in high school. The results reveal that the use of 3D printing is concentrated in three areas: (i) as a tool to overcome the lack of teaching material; (ii) as a tool for creating accessible material for students with disabilities and (iii) as a resource for the teaching and learning process. Furthermore, research shows that the use of 3D printing can add knowledge to students, facilitating the learning of abstract topics that are difficult to visualize.

Do papel ao digital: trinta anos de diálogos na Educação em Química e Multimídia

Química Nova na Escola, 2025

This article presents an overview of the “Chemical Education and Multimedia” (CEM) section, highl... more This article presents an overview of the “Chemical Education and Multimedia” (CEM) section, highlighting the main objectives of the publications and contributions to the Chemistry teaching. To this end, a review of articles involving digital technologies published in the CEM section was carried out. The results show that CEM articles present contributions to the teaching and learning processes of Chemistry, through different Digital Didactic Resources. Furthermore, it was observed that there were articles published in other sections of QNEsc, such as Classroom Reports and Chemistry Teaching in Focus. It can be seen that the number of publications in the section remains low, considering the prominence that technologies have had in society, especially in educational environments. Finally, we point out the importance of CEM in the teaching and learning processes of Chemistry and its role in disseminating the most current research involving digital technologies.

A metodologia Peer Instruction e suas contribuições para o ensino de química

Revista Cocar, 2025

Faced with the challenges of Chemistry teaching in the 21st century, teachers and researchers ha... more Faced with the challenges of Chemistry teaching in the 21st century, teachers and researchers have sought to introduce innovative methodologies, such as Peer Instruction (PI), to make the teaching process more active and collaborative in relation to the construction of students' knowledge. In this sense, this research aimed to investigate the possible contributions of PI in high school, highlighting the combination with the Plickers application for Chemistry teaching. The results indicated that the PI engaged the students, valuing their conceptions and promoting the creation of a collaborative environment during the activities. Furthermore, the method allowed the teacher to identify concepts that generated greater difficulty, contributing to more effective pedagogical interventions and building students' knowledge in an innovative and dynamic way.

Educação Personalizada: uma análise bibliométrica com IRAMUTEQ na literatura e na compreensão de professores brasileiros

Educar em Revista, 2025

Personalized education is an educational concept with pedagogical purposes that considers the stu... more Personalized education is an educational concept with pedagogical purposes that considers the student’s development in all dimensions. In personalized education, the teacher assumes the role of mediator, being essential for the customization to occur. Therefore, this article aimed to investigate the definitions/understandings of personalized education present in the literature and among teachers from Brazilian educational institutions to gauge how personalized education has been understood. This study follows a qualitative-quantitative approach, constituting a bibliographic, exploratory, and descriptive research involving 107 Brazilian teachers from all levels of education. The methodology comprised bibliographic survey and questionnaire and interviews. To do this, a bibliometric analysis was carried out using the IRAMUTEQ software. The concepts about personalized education among teachers aligned in some aspects with those presented in the literature, such as the importance of understanding the student’s uniqueness, student protagonism, consideration of different forms and modes of learning, respect for the student’s objectives and pace, and attention to their personal needs. However, some of the concepts presented by teachers regarding the conceptualization of personalized education appeared in a generic manner and sometimes even inconsistent with what is observed in the literature, requiring greater attention to these misconceptions.

Development of personal and interpersonal skills in applying the Design Thinking methodology to climate change issues

Ensino em Re-Vista, 2025

Climate change has been widely debated at both national and international levels, highlighting co... more Climate change has been widely debated at both national and international levels, highlighting concerns about sustainable development and environmental protection. This study, an excerpt from a dissertation, analyzes how Design Thinking in the classroom promotes personal and interpersonal skills in High School students. Through a qualitative approach with an exploratory objective, after developing the didactic strategy, relating DT to the theme of climate change, DT's six steps were applied with third-year high school students. The results show that the methodology, used with its learning tools, develops and strengthens skills such as empathy, creativity, group work, decision-making, and problem-solving, among others, becoming a strong ally in the treatment of themes such as climate change, as it has great potential to promote active and collaborative learning.

Desenvolvimento de habilidades pessoais e interpessoais na aplicação da metodologia do Design Thinking em questões sobre mudanças climáticas

Educar em Re-Vista, 2025

As mudanças climáticas têm sido amplamente debatidas em nível nacional e internacional, destacand... more As mudanças climáticas têm sido amplamente debatidas em nível nacional e internacional, destacando a preocupação com o desenvolvimento sustentável. Este estudo, recorte de uma dissertação, analisa como o Design Thinking em sala de aula favorece habilidades pessoais e interpessoais em estudantes do ensino médio. Por meio de uma abordagem qualitativa, com o objetivo exploratório, após a elaboração da estratégia didática, relacionando o DT a temática de mudanças climáticas, houve a aplicação dos 6 etapas do Design Thinking com estudantes do terceiro ano do ensino Médio. Os resultados mostram que a metodologia aplicada com suas ferramentas de aprendizagem, desenvolvem e fortalecem habilidades como empatia, criatividade, trabalho em grupo, tomada de decisão, solução de problemas, entre outras, se tornando uma forte aliada ao tratamento de temas como mudanças climáticas uma vez que apresenta grande potencial para promover uma aprendizagem ativa e colaborativa.

A utilização da metodologia instrução por pares no ensino de química: uma revisão de literatura

Revista EDaPECI - Educação a Distância e Práticas Educativas Comunicacionais e Interculturais, 2025

Researchers in the 21st century have sought strategies to make teaching more effective, and Peer ... more Researchers in the 21st century have sought strategies to make teaching more effective, and Peer Instruction (PI) stands out for engaging students and fostering knowledge construction. This article investigated the contributions of PI to Chemistry teaching through a Systematic Literature Review with a qualitative approach. The research followed seven methodological steps and used Google Scholar, the Brazilian Digital Library of Theses and Dissertations, and CAPES Journals as sources. Eight papers that met the established criteria were selected, with emphasis on the areas of Organic Chemistry, Physical Chemistry, and General Chemistry. The results indicate that PI promotes dialogue, cooperation, autonomy, and student motivation. It is concluded that PI has the potential to improve the teaching-learning process in Chemistry. However, its application requires adequate teacher training and adaptation of the strategy to the reality of classrooms

Percepção de estudantes do ensino médio sobre o uso do podcast como recurso didático digital no ensino de química

Actio: Docência em Ciências, 2025

Digital technologies (DT) have been progressively integrated into schools through the use of comp... more Digital technologies (DT) have been progressively integrated into schools through the use of computers, the internet, and mobile devices. By adopting DT, chemistry teachers can explore innovative teaching methods that offer more dynamic and engaging learning experiences. This study aims to examine the potential of podcasts as a digital didactic resource (DDR) to support chemistry instruction for 12th-grade students. This qualitative, participatory study was conducted in four stages: (1) a diagnostic assessment of students’ chemistry knowledge; (2) creation of a teacher-produced podcast; (3) design and implementation of an instructional intervention using the podcast; and (4) evaluation of the podcast based on students’ perceptions. Data were collected through questionnaires and semi-structured interviews. The results indicate that podcasts can make chemistry teaching more dynamic and engaging and represent a valuable tool to help students prepare for Brazil’s National High School Exam (ENEM). At the conclusion of the study, a podcast on the “Periodic Table” was made available for other students and teachers to use in their classes.

Utilização de chatbots para o ensino de Libras: uma análise crítica dos impactos e desafios

by Bruno Leite and Rafael Emil Korossy Marques

Revista Teias, 2025

Artificial Intelligence (AI) is growing rapidly and developing in several areas. Among... more Artificial Intelligence (AI) is growing rapidly and developing in several areas. Among generative AI, ChatGPT, Gemini, and Copilot are AI-driven natural language processing chatbots that enable human-like conversations and are capable of generating new content according to the commands provided. In this sense, this research aimed to investigate the potential and limitations of three chatbots in their ability to produce content and materials involving the deaf community and Libras. To this end, a descriptiveand interpretative qualitative research was carried out in three stages. The first consisted of access to the generative AI tools ChatGPT, Gemini, and Copilot. The second consisted of the elaboration of five questions about the deaf community and Libras in the chat of the three AI tools. Finally, the third consisted of the analysis of the chatbots' responses by a deaf Libras teacher. The results show that the chatbots produced responses about Libras and the deaf community that were considered appropriate and coherent, according to the Libras teacher's analysis. However, non-existent and incorrect information was also provided. According to the professor, ChatGPT presented better results in most responses, while Gemini displayed many descriptions and long texts and Copilot provided pragmatic responses. Both (Gemini and Copilot) provided incorrect information. Finally, the use of chatbots must be accompanied by critical analyses, with their responses being verified so that there is no dissemination of misleading information to society.

Percepção de estudantes do Ensino Médio na elaboração de podcasts como recurso didático digital para a construção do conhecimento químico

Cadernos da Fucamp, 2025

Chemistry teaching has been undergoing significant transformations, driven primarily by the need ... more Chemistry teaching has been undergoing significant transformations, driven primarily by the need to overcome the limitations of traditional pedagogical practices. In this sense, the use of Digital Teaching Resources (DDR) has established itself as a pedagogical alternative to contribute to the teaching and learning process of chemistry. Among these resources, podcasts have gained prominence due to their accessibility, low cost, and potential to foster student autonomy. This study examines the perceptions of third-year high school students regarding the production of podcasts, such as DDR, aimed at building chemical knowledge. Using a qualitative, participatory approach, the research was conducted in four stages: (1) Diagnostic investigation with students on chemistry content; (2) Analysis of student responses to the diagnostic investigation; (3) Development of podcasts by high school students; (4) Analysis of the podcasts produced by the students. The results indicate a favorable attitude among students toward podcasts produced as DDR. Furthermore, it was observed that podcasts favored the appropriation of chemical concepts, stimulated student engagement, and contributed to making teaching more dynamic and engaging. We conclude that the use of podcasts as RDD is a promising strategy for teaching chemistry, with potential applications both in basic education and in preparation for national exams such as the ENEM (National High School Exam).

Gamificação no ensino de Química: o que dizem e pensam os estudantes do Ensino Médio?

Cuadernos de Educación y Desarrollo, 2025

Gamification, applied as an active methodology, is a pertinent alternative to overcoming... more Gamification, applied as an active methodology, is a pertinent alternative to overcoming the challenges of teaching and learning, contributing to changes in didactic and pedagogical scenarios. In this sense, this study aims to evaluate the perception of high school students regarding gamified activities developed by their Chemistry teachers, analyzing their impressions of knowledge construction and possible implications of active learning through Gamification. The research was of the ex-post-facto type, with a quanti-qualitative approach, organized in three stages: (I)participation in the gamified activity carried out by the class teachers; (II) application of an evaluative questionnaire; (III) analysis of students’ perception. The results show a significant and proactive approval of the students regarding the gamifiedactivities developed by the teachers, in addition to indicating the favoring of the construction of chemical knowledge and engagement. Finally, the use of gamified activities in the teaching and learning process of Chemistry, anchored in didactic-pedagogical strategies that adapt to the needs and preferences of students, according to the principles of active learning, establishes a methodological plurality and maximizes knowledge construction.

GAMIFICAÇÃO NO ENSINO DE QUÍMICA: uma Revisão Sistemática da Literatura

Revista Eletrônica Científica Inovação e Tecnologia, Apr 26, 2023

Avaliação De Uma Estrategia Gamificada Baseada Em Perguntas e Respostas, Para Revisão Do Conteúdo De Química

Anais do(a) Anais do Simpósio Nacional de Metodologias Ativas na Educação Profissional e Tecnológica - SINMAEPT, 2023