Conceptions and Practices of High School Students Regarding the Use of Digital Information and Communication Technologies to Learn Biology
DOI:
https://doi.org/10.35819/tear.v14.n2.a7863Abstract
The use of Digital Information and Communication Technologies (DICT) has impacted the educational landscape, particularly in areas with abstract content, such as Biology. DICT facilitate the understanding of complex concepts and engage students through interactive resources such as videos, simulations, and digital platforms. This study aims to evaluate high school students’ perceptions of using digital technologies to deepen their sophomore year Biology content at a Center of Excellence in Aracaju. The research, which has a qualitative approach, was approved by the Ethics and Research Committee of the Federal University of Sergipe and carried out with 27 3rd-year students from a Center of Excellence. Data collection was conducted using a mixed-method questionnaire, which was then organized into Excel spreadsheets, coded, and categorized into the following categories: ways of using DICT for studying; digital platforms and the use of Artificial Intelligence in Biology studies; and digital platforms for 2nd year content. The results reveal that YouTube, Google, Artificial Intelligence assistants, social networks and educational applications are widely used to complement classroom content. Among the most studied topics are Molluscs, Arthropods, Annelids, Protozoa, Cnidaria, the Fungi Kingdom and Plant Systems. Explanatory videos stand out as the preferred resource due to their visual and interactive approach. Although DICT promote autonomy and participation, the need for teacher mediation for reflective and contextualized use is evident. Thus, the planned integration of technologies into the curriculum enhances teaching and learning.
Keywords: Digital Technologies. Biology Teaching. High School. Learning.
Downloads
Downloads
Published
Issue
Section
License
Autores que publicam nesta revista concordam com os seguintes termos:
a. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons, que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista a partir dos critérios abaixo:
CC BY-NC – Uso Não Comercial (NC): Os licenciados podem copiar, distribuir, exibir e executar a obra e realizar trabalhos derivados dela, desde que sejam para fins não comerciais .
b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
