O ensino de ciências nas redes sociais

Abstract

Virtual social networks are spreading on the most diverse spaces and among various types of public, with notorious influence on young public thus, it is important that those media be better investigated as a manner of educating and formation of new teachers. This study aimed to identify Sciences education strategies based on virtual social networks. The research developed had a qualitative character and it was composed by a literature review and the state of art constitution on the thematic: virtual social networks in the formation of teachers and in Sciences education, through the inspection on different repositories, such as: in the Scientific Electronic Library Online (SciELO), active searches on journals of the area: Brazilian Association Journal of Biology Education (SBEnBio) – RenBio, Primus Vitam Journal, New Technologies on Education Journal (RENOTE), Brazilian Institute of Sciences and Technology Information (IBICT), academic Google. It was selected 23 studies regarding to virtual social networks on Science education, from which only 12 studies fitted on the main category of search, virtual social networks in Science education. Among these studies, it was verified that Blogs, Facebook, Twitter and YouTube are the most utilized tools and strategies on the process that evolves teaching/formation of/in Sciences. Though these studies, it was verified that amidst technologies, virtual social networks have been gaining prominence, since it allows collective apprenticeship instead of individual. For this, planning and knowledge of this medias are needed, so the teacher may have domain of what is being utilized on classroom. Furthermore, all selected studies were published from the year of 2011, period where the virtual social networks were highlighted in the world. Thereby, it is believe that researches on this area are essential for possible improvements on pedagogical practices on the education and formation of Science teachers.