Tecnologias da informação e comunicação (TIC) no ensino de ciências e teorias educacionais: estado do conhecimento

• Autor(a) principal: Marin, Jiulia Carla
• Data de Publicação: 2019
• Outros Autores: Bervian, Paula Vanessa, Güllich, Roque Ismael da Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/3610

Information and Communication Technologies (ICT) in Science Education and Educational Theories: State of Knowledge Abstract: This work aims the understanding of the use of information technology and communication (ICT) specifically aspects related to the theme “Educational Theories related to ICT in science education” in brazilian context. We present an overview of the works related to the thematic, through a state of knowledge of theses and dissertations, at the Digital Library of Theses and Dissertations (BDTD), between 1998 and 2018. We use the content analysis according to three-steps: pre-analysis, exploration of the material and treatment of the results and interpretation. The corpus of analysis consists of 15 works. From the analysis, we elaborate two categories: 1. Context of research related to ICT and educational theories in Education Sciences and 2. Focus on ICT-related research and educational theories in the science education. From the analysis, we identified the regions, the categories administrative Higher Education Institutions (HEIs), Postgraduate Programs, type of publication, frequency periods of greatest concern to researchers regarding the thematic. After identifying the research focus related to educational levels and educational theories used in science teaching, we found that basic education is the most investigated level of education, and the most used theories are: historical-cultural, meaningful learning and development cognitive. Other theories, although less frequently, were also identified: TPACK Framework, Cognitive Flexibility, Constructionist, Connectivism, Cognitive Domain Bloom Taxonomy and SOLO. This scenario contributes to present gaps and provide reflections on new research questions to be investigated. Keywords: Technologies in teaching. Educational theories. Science teaching.