Uso da lousa digital como recurso pedagógico no ensino de ciências

Abstract

This work is the result of a research whose main objective was to investigate the pedagogical use of the resources offered by the Digital Interactive Whiteboard (DIW) for Science Teaching. In it, we seek to analyze the evolution of students' concepts about viruses, bacteria and protozoa after the application of a Didactic Sequence (DS) with the use of the DIW. The elaboration of DS was based on the theoretical assumptions of Vygotsky's historical-cultural theory. The study was carried out with students of the 7th year of elementary school in the year 2017, in a municipal public school in Campo Grande (MS), and also with 6th graders from another public school for DS testing conducted in a pilot study. The research is qualitative and the methodology for DS development and analysis was based on Artigue's ideas on Didactic Design. The DIW resources were analyzed based on the didactic-pedagogical indicators of Nakashima and Amaral and the interactions that took place in the room were analyzed according to Mortimer and Scott with the discursive analysis proposal. We used class filming for data collection, three questionnaires, one for the students' spontaneous concepts at the beginning of the DS and the other two at the end of the DS to verify the evolution of the concepts by the students. At the end of DS, students answered an Opinario on the use of DIW in class. The results evidenced that the DIW resources, used in the developed DS, favored the interactions in the vigotiskinian perspective between teacher/student, and between student/student. We also observed, during and at the end of the DS application, evidence of students' evolution of concepts about viruses, bacteria and protozoa, and that these students are in a process of internalization of scientific concepts related to microorganisms, favored by the pedagogical use of resources of the DIW, as instruments of teacher-researcher pedagogical mediation. The students participating in the research liked the activities developed and were favorable to the use of the DIW, evidencing that these resources are good mediating instruments in the process of teaching and learning the content of microorganisms. We also highlight that the DIW has some pedagogical differentials in relation to other tools regarding: the interactive use among students, teachers and the DIW; the use of different resources in the same classroom with only one device; and also to the collective visualization of phenomena of nature through a technological tool.