O ensino de ciências e as tecnologias digitais: competências para a mediação pedagógica

• Autor(a) principal: Corrêa, André Luis [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/132734; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/07-01-2016/000848972.pdf
• topic: Ensino; Ciencia; Biologia; Mediação; Desempenho; Professores - Formação; Teaching

In today's society, the influence of information and communication technologies (ICT) is undeniable as the internet is used for a variety of daily activities, in addition to acquiring information. Considering generational changes, in the last ten years or so, the emergence of computers in a school setting has been implemented in a slow and gradual way. In this new setting, children of the Z Generation, are involved with news of the technological world. Thus, these children began to handle the mouse, access the internet and create profiles on social networks, which turned out to introduce more and more technological resources than in middle school and high school classes. This often can cause embarrassment at the teachers' expense in lecture type classes. This perspective leads to believe that the days may be numbered when teachers will come into the classroom and their main sources of information transmission are their words and the blackboard, in front of a concentrating and silent class. This individual generation is considered multi-tasking because while studying, they are able to read news on the internet, check online social network pages, listen to music and even pay attention to a conversation next door. Therefore, evaluating this data and considering that in teaching degrees (the biology and science teacher certification) the current students belong to this Generation Z or Digital Generation, we investigated what pedagogical mediation skills these future and biology teachers need to develop to integrate ICT into their educational practices efficiently, so as not to under-utilize technological resources. And using the this scientific teaching approach, aided by technological resources, it is believed that the pedagogical mediation model for the use of digital technologies is the most suitable for the efficient process of knowledge construction, by changing the centre of the learning process, previosly focused on the teacher, to a...