Tecnologias de Informação e Comunicação (TIC) no ensino de ciências e biologia: a produção acadêmica nos Cursos de Ciências Biológicas da UFPB

Abstract

Our society is going through sudden transformations, with a cyberculture imposing several changes in our ways of working, communicating and learning with the use of ICT . Thus, it is essential to understand the initial training of future teachers for these ICT s. The objective of the work was to analyze the academic production (T ACC) of undergraduates in Biological Sciences Degree courses at UFPB that address the theme of Information and Communication T echnologies (ICT) in the teaching of Science and Biology , mainly observing how ICT studied, such as methodologies used and sets of ideas appeared in the works. The methodological approach for qualitative, from a documental research, and we used for this, a content analysis technique of Bardin and the textual analysis software "IRaMuT eQ", where we generate the word cloud, the descending hierarchical classification (CHD ) and similarity analysis. As a result, we found 10 TCC monographs that addressed the topic of ICT . T ACC stood out mainly in audiovisual resources, digital games. And it is also noticed that the undergraduates addressed in their studies mainly ICT present in their daily lives (videos, blogs, games etc), there were no studies with specialized ICT such as simulators or virtual laboratories. This may indicate a lack of training for these more specialized ICT s. In the cloud, the words “teacher”, “student” and “T echnology” stand out and it is possible to notice that in the works, a discussion about the use of ICT takes place in formal learning spaces (school and classroom). In the similarity analysis, the teacher's role is highlighted as the main agent in the transformation of education, capable of managing and organizing the incorporation of ICT in education, it is located in the center of the tree and serves as a link between the other branches of the similarity tree . From the analysis of the texts with a CHD, we obtained five categories of ideas called "Thematic Axes", which address the need for a school to incorporate Information and Communication T echnologies (ICT) and the training, skills and role of the teacher in relation to the implementation and use of ICT at school; They point out that the school and the teacher provide use as ICT to promote digital inclusion in a society in which cyberculture has an influence on broad aspects of social life; they discuss the advantages or potential that these compatible ICT s The importance of ICT in education is perceived, especially in teaching science and biology .