Produção de videoaulas como ferramenta complementar de estudo no ensino de biologia em uma escola de ensino médio

Abstract

There are countless challenges to work on high school biology topics in the public schools of the state of Minas Gerais, Brazil. These challenges include complexity of subjects, many of which require abstraction and prior knowledge, deficient infrastructure of schools and lack of motivation and engagement of students in their learning process, with repercussions on academic achievement. It is known that young people in general are familiar with multimedia and audiovisual media and that Information and Communication Technologies (ICT) have been used in school context, with positive contributions to teaching. The use of ICT can be an alternative to overcome these challenges. The objective of the study was to elaborate, systematize and apply a didactic sequence (DS) complementary to lecture classes, characterized by the production of video lessons by the students, used as a pedagogical strategy to make the students more participative in their learning process and to contribute to a better academic achievement in Biology. This was a qualitative research developed as action research. Participants were twenty-three high school students from a state school in Ribeirão das Neves, Minas Gerais, Brazil. The DS consisted of eight classes dedicated to video lessons production that alternated with lecture classes. The activities developed throughout the DS classes were: verification of students' prior knowledge on energy metabolism by means of a test; presentation of guidelines to students on how to produce video lessons on specific energy metabolism topics; exibition of the video lessons produced by students to classmates; application of a test after students' production of video lessons in order to verify their acquired knowledge; and application of a questionnaire to know the students' opinion about the DS. Students participation and the evaluation of video lessons were recorded in the teacher's diary. The results showed that the students' knowledge about energy metabolism improved after the video production activity, although the produced video lessons were not of good quality. The students performed better in the bimonthly evaluation in which the DS was developed, when comparing the scores obtained in the other bimonthly evaluations. The students considered the experience with the production of video lessons as positive, but it was not possible to affirm that the DS increased their protagonism nor that they felt more active throughout its activities. The study indicates that ICT, used in the form of video production by students, is a viable and efficient complementary study strategy, facilitating the learning of specific topics of Biology.