Digital Technologies in Basic Education : Student Perceptions and Conceptions

• Autor(a) principal: Afonso, Daniel Alexandre
• Data de Publicação: 2024
• Outros Autores: Silva, Arilson Silva da, Bedin, Everton
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/2300
• topic: Student perception and conception; Chemistry teaching; DICT; Percepción y concepción de los estudiantes; Enseñanza de la química; TDIC; Percepção e concepção discente; Ensino de Química; TDIC

Within the scope of this study, derived from a dissertation, the significance of integrating Digital Information and Communication Technologies (DICT) in the context of chemistry education is addressed. It is emphasized that such technological resources add greater attractiveness and dynamism to teaching activities. The research objective focuses on analyzing students' conceptions and perceptions regarding the incorporation of DICT in chemistry classes. This basic and qualitative study was conducted with 20 students from a public teacher training institution in the state of Paraná. Data collection involved the use of a semi-structured questionnaire, and the responses were subjected to descriptive-analytical analysis. The results revealed the students' aspiration for a pedagogical approach based on the use of technological resources in chemistry classes, as these resources are underutilized during teaching. Specifically, 75% of the participants indicated a preference for "Board explanation and exercises" as the relevant resources to optimize learning in the classroom. This preference, understandable due to the prevalence of these traditional methods in chemistry classes, highlights the need for a transformation in this scenario. Despite the students' limited exposure to DICT in the school context, there is a noticeable desire for a more dynamic teaching approach that integrates technological games, apps, and software.