O software P3D como recurso para repensar a prática de ensinar e aprender ciências

Abstract

Digital world is increasingly developed. Images, sounds and texts converge, enabling new expression, communication and interaction forms both in real and virtual world. It is suggested for many Education areas a variety of midias: videos, animation, websites, games, platforms, social networks modeling and simulation software as well as other applications that may contribute to enhance the quality of experiences, as well as teaching and learning situations. When it comes to Science teaching, digital resources use in the classroom is even more required. There are resources that can make playful teaching and arouse lerning interest in students, such as P3D educational software and other resources. In this context, the question is: What are P3D educational software impacts in teaching and learning Science? The purpose of this exploratory and descriptive study was to research P3D educational software and its impact as a resource to rethink Science teaching and learning practice. The subjects were a teacher and 40 8th-grade students from a private elementary located at Campina Grande (Paraíba, Brazil). In order to collect data, we used participant observation and semi-structured interviews with the students and the teacher. We are grounded in Lévy (1999, 2004), Veen & Vrakking (2009), Prensky (2001, 2010), Moita (2006, 2007, 2013), Ramos (2013), Tori (2010), Nóvoa (2009), Kensky (2013), Amabis (2001), among others. The study revealed that P3D educational software use improved participation, engagement and student achievement in Science classes. According to collected data, it was found that students showed more motivation, concentration, participation, interaction and attention in class and the teacher was driven to propose new strategies and ways to approach the content. Students’ point of view revealed that environmental exploration in three dimensions (3D) allowed a better understanding of the role, functioning and structure of the digestive system organs. The study obtained as a product an interactive didactic sequence (IDS) dedicated to Science teaching, driven to 3D digital resources use in teaching practice.