Teorias educaionais relacionadas às tecnologias da informação e comunicação (TIC) no ensino de ciências e biologia

Abstract

The present work aims at understanding the use of information and communication technologies (ICT) in the teaching of Science and Biology. This research had the objective of analyzing the state of the art on the theme "Educational Theories related to ICT in teaching Science and Biology", in the last eighteen years, between the years of 1998 and 2016, through the bibliographic review in the Digital Library of Theses and Dissertations (BDTD). The research was qualitative of the document type, in which the theoretical content analysis was used according to three stages: a) pre-analysis; B) exploitation of the material; C) treatment of results and interpretation composing our corpus of analysis 27 papers. The research questions stem from readings about the role of ICTs in Science and Biology Teaching which has caused some concern about the educational theories that relate to it. Through the research, it was evidenced the use of educational theories that base the ICT in the teaching of Sciences and Biology. The results pointed to the need of studies that deepen the educational theories that guide pedagogical practice based on activities based on the use of available technological tools. From the analysis we find the theories that have stood out the most in the research, being they Theory of Significant Learning, Theory of Activity, Theory of Construction, and Bloom Taxonomy of Cognitive Domain. However, other robust and recognized theoretical references in the area do not have a number of ICT-related research in Science and Biology teaching, for example, we can mention Leontiev's Theory of Activity, Vigotsky's Theory of Social Interaction and the TPACK model. The discussion about the use of technology in teaching is recent, deserving studies and research to investigate the possibilities in the teaching of Science and Biology.