A utilização de plataformas digitais por nativos e imigrantes digitais como ferramenta de ensino e aprendizagem em química

• Autor(a) principal: Santos, Tamires Guedes dos
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/48383
• topic: Nativos digitais; Plataformas digitais; Imigrantes digitais; Educação em Química

The development of the digital information and communication technologies (TDICs) of the last 30 years has brought with it profound social implications. Within the perspective of the formation of an information society, there are individuals who, due to extreme exposure to new technologies and the continuous use of the internet, think, act, and learn in ways different from those born in previous periods. People are called digital natives who were born at that time and digital immigrants to those who were born in an earlier period. The differences in the way these subjects learn have in the last 10 years represented problems for the educational environment, since these differences can deepen students' learning difficulties. In this way, we tried to understand in this work the way in which digital platforms have been used, a tool derived from the evolution of the Internet, for teaching and learning purposes of chemistry, by natives and digital immigrants. For that, a qualitative exploratory qualitative research was carried out, based on two instruments of data collection, one of the techniques being the mixed questionnaire and the other the round of conversations. The conversation wheel and the application of the mixed questionnaire were applied to 171 high school students of regular education and youth and adult education (EJA) from a state school in Fortaleza. Both the questionnaire and the questions asked in the talk round were intended to characterize the students as natives or digital immigrants, to learn more about the learning difficulties they had and to know about the use of digital platforms as teaching tools. Also applied a mixed questionnaire for teachers of the same school, due to the impracticability of application in person, we chose the platform google forms to carry out the application. The questionnaire was available for answers for a period of one week and the answers of 16 teachers were obtained. After applying the methodologies, it was observed that 91% of the students can be classified as pure digital natives, whereas in relation to the teachers it is observed that 36% of them are minimal digital natives. It was also possible to detect that 77 students from the research group had difficulty in Chemistry and that all 77 students were searching for content available on digital platforms to remedy their difficulties. In addition, with the application of the questionnaire to conduct the conversation wheel, it was possible to associate the difficulty in learning in Chemistry with the knowledge deficit in subjects such as mathematics and Portuguese. With the accomplishment of this work it was possible to conclude that both students and teachers make use of digital platforms as a teaching and learning tool for Chemistry, and that their use in the classroom is sometimes unfeasible due to the lack of structure in the and the unavailability of some content on the network. Keywords: Digital natives. Digital immigrants. Digital platforms. Education in Chemistry.