Da lousa à tela: o uso de objetos digitais de aprendizagem no ensino de Ciências

Abstract

Technologies are increasingly present in people’s lives and, consequently, also permeate the school routine, resulting in the need to rethink alternative teaching methods and the use of digital resources to support the learning process in class. In this sense, these digital resources, more specifically the Digital Learning Objects (ODA) in science teaching, are the object of study of this research, starting from the following problem-question: How can Digital Learning Objects (ODA) be used to contribute to class preparation, content exposure, student learning, and organization of teaching time? This qualitative exploratory research aimed to propose possibilities for the use of ODA, which may help Science teachers in their pedagogical practice. To this end, questionnaires were applied to science teachers to obtain data for the development of a methodological proposal for a 6th grade class of Elementary School of a municipal public school, in the municipality of Alagoa Grande (Paraíba, Brazil). It is noteworthy that, because of the “new coronavirus pandemic (SARS-CoV-2), the application of the initial didactic proposal became unfeasible, due to the measures adopted to reduce infection by COVID-19 and the spread of the virus, such as social isolation and the consequent closure of establishments, including schools. Thus, due to the non-mandatory application of the didactic proposal, and in agreement with the Postgraduate Program in Teacher Training (PPGFP) of the State University of Paraíba (UEPB), we developed an e-book (educational product) entitled “Digital Path: a learning journey!”, composed of a plan of interactive activities based on ODA. This product aims to help teachers in their pedagogical practice and in the use of some applications, such as Plicker, Google Forms, Sway, WhatsApp, RA Science, Wordwall for smartphones, as well as some digital platforms such as Youtube, presenting relevant contributions to the practice of science teachers and also of other basic education professionals and scholars in this field, regarding the insertion of technologies in the school environment. As a theoretical tool, this research was based on the studies by Castells (2003), Citelli (2017), Kenski (2013), and Maia (2017), who make us reflect on the technological evolution and the new configurations of time/space; Lemos (2009), Sousa (2005), Moura (2010), and Abreu (2018), who address the contributions of mobile media innovation; Coscarelli (2005), Ribeiro (2016; 2020), and Aranha (2018), discussing continuing education and the use of digital technologies in the school context; as well as Lévy (1993; 1999), Braga et al. (2012), Braga (2015), Willey (2000) who present Digital Learning Objects (ODA) in the school context. This research is justified by understanding that digital technology resources provide several possibilities for the teaching-learning process, which is one of the greatest challenges for teachers in the 21st century, who must meet not only the current educational legislation but also re-signify their routine in current times.