Uso de ferramentas tecnológicas no ensino de biologia

Abstract

Education professionals play an important role in the teaching-learning process. However, classroom practices have increasingly led to student disengagement and disinterest, requiring teachers to develop and propose activities that overcome these obstacles while leveraging young people's familiarity with technology. Thus, this study aimed to propose, implement, and analyze a didactic sequence for high school students in a public school, involving the creation of supplementary educational materials using technological tools such as Augmented Reality (AR) and QR codes to facilitate the teaching and learning of biology content. Additionally, it sought to identify gaps in zoology learning by exploring prior knowledge, utilize Digital Information and Communication Technologies (TDICs) for the collaborative production of supplementary materials to enhance learning, and stimulate creativity and self-study among high school students. To achieve these objectives, a didactic sequence was designed based on a critical analysis of existing teaching materials. This approach encouraged students to collaboratively produce materials that reflected their own style while fostering autonomy, fulfilling all intended goals. The practice proved highly beneficial, with multiple reports indicating that it helped reinforce content comprehension, improve understanding, and highlight the importance of collaborative learning.