O uso de tecnologias digitais como recurso didático para o processo de ensino e aprendizagem de ciências em uma turma do 9° ano do ensino fundamental

• Autor(a) principal: RIBEIRO , Ana Cristhine Algarves
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2844
• topic: Tecnologias digitais de informação e comunicação; Ensino de ciências; Sequência didática; Recursos didáticos digitais; Blog; Digital information and communication echnologies; Science teaching process; Didactic sequence; Digital educational resources; Blog; Ensino-Aprendizagem; Tecnologia Educacional

This master thesis discusses the development of a study about the usage of technology in the education area, in which we aim to analyze the possibilities and difficulties of developing activities that articulate the use of a blog and other digital information and communication technologies (DICT) as tools in the processes of teaching and learning Sciences, through teacher’s mediation, as a manner of promoting an association between both the daily phenomenons and facts observed, and the shared knowledge spread in the society by the historical and cultural perspective. In order to achieve this goal, it was built one didactic sequence, in which there are exposed the discussed contents and the progress of the blog that was applied as a teaching resource to the improvement of the proposed activities. As a theoretical and bibliographic background, this research was based on the educational policies, which refer to the application of DICT in the brazilian education system, PCN (1997) and BNCC (2017), and also some authors’ contributions in the Science teaching area like Krasilchik (2000), Cachapúz et al (2002), Pozo and Crespo (2009), plus the Morán’s (2013) and Kenski’s (2012) theories about the usage of DICT in education, and lastly the studies about the use of a blog in an educational setting promoted by Bottentuit Júnior and Coutinho (2011), among others. This work methodology was based on the qualitative approach adopting the procedure of a research-action, in which there were 23 participants: one of them is a Science teacher of a Junior High school, and the others are his ninth grade students. Moreover, this research data was collected by the participant observation and a questionnaire compouded by open and closed-ended questions. As a result of this study, we have concluded that there are still some difficulties to the DICT inclusion in the educacional setting, however, the teacher’s mediation combined to the use of a blog and other DICT, as tools during the Science class, promote more the learning of cientific contents due to a greater students’ role in the process.