Desvendando os vírus: uma sequência didática investigativa utilizando TIC’s como recurso pedagógico

• Ano de defesa: 2022
• Autor(a) principal: Lievore, João Paulo Rolin
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Biologia em Rede Nacional; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional
• Palavras-chave em Português: Ensino investigativo; Tecnologia; Ensino de biologia; subject.br-rjbn; Biologia Geral
• Link de acesso: http://repositorio.ufes.br/handle/10/16086

It is currently indisputable that technological advances are increasingly present in our daily lives and in the face of the COVID-19 pandemic we have entered a "new normal" in the teaching process, transforming the school environment, enabling new scenarios for learning. Using methodologies that arouse the interest of students’ interest and support the teacher's practice can contribute to this process. In that regard, the present work intended to develop an investigative didactic sequence on the topic of viruses, using Information and Communication Technologies (TICs), to support in the teaching and learning process in Biology. Thirty-two biology teachers from the state of Espírito Santo and 112 high school students from the state school of Colatina-ES city took part in this research in the years 2021 and 2022. To obtain the data, questionnaires were performed, using Google Forms and a conversation circle through Google Meet, a mixed approach (with quantitative and qualitative elements) that were important for the elaboration of the Investigative Didactic Sequence (IDS). The results showed that the use of the application and the website contributed positively so that most students were able to expand the concepts related to viruses, which are used to be associated with diseases and epidemics. From an investigative approach, it was possible to perceive a greater participation of students in the process, elaborating hypotheses, analyzing, discussing, making connections between previous knowledge and new discoveries and positioning themselves in the face of new knowledge.