Biologia Celular no Ensino Médio: uma proposta de sequência didática com o uso das Tecnologias de Informação e da Comunicação

Abstract

The interaction between the actors involved in the teaching-learning process is fundamental for meaningful and quality learning. Currently, Information and Communication Technologies (ICT) play a prominent role in social relations, especially when the portion of the population in question is the digital natives. In view of the importance of interpersonal relations in education and the role of digital technologies in the establishment and strengthening of these relationships, the present research project of the participant type had as general objective to develop a didactic sequence with the use of Information and Communication Technologies for teaching of Cell Biology. The didactic sequence was implemented at Emília Roschemant State School, Nova Friburgo / RJ, with a target audience of students from the 1st year of high school in the 2019 academic year, totaling 54 participants, aged between fifteen and eighteen. The research began with the application of a questionnaire to the students. The questionnaire aimed to know the access, the familiarity and the preferences of the students in relation to the access to the internet. In addition, the questionnaire asked the participants to assess the level of perception about their own knowledge regarding Cell Biology. After the application of the didactic sequence, a second questionnaire was applied to the participants. This second questionnaire had as objective to reassess the level of perception of the participants regarding Cell Biology after the pedagogical intervention. The second questionnaire also contained questions that sought to know the students' analysis about the didactic sequence itself and about the ICT resources that were used. The use of ICT allowed for greater interaction between the actors of the learning process, as well as Access and the search for information. ICT hás facilitated the learning process according to the students themselves, since such resources allow to make more tangible subjects that require a high level of abstraction in biology, in addition to providing pleasant and fun learning moments