Desafios e oportunidades no uso de TDICS por professores de ciências no ensino básico

Abstract

This study focuses on the analysis of the use of digital information and communication technologies (DICTs) in the teaching of Science in basic education. The general objective is to reflect on the use of Digital Information and Communication Technologies (DICTs) by Science teachers, identifying their importance, difficulties and opportunities for the use of DICTs by Science teachers in basic education, highlighting how they are commonly used. The specific objectives are: to analyze the importance of Digital Information and Communication Technologies (DICTs) for the teaching-learning process; to identify the main difficulties encountered by Science teachers regarding the use of DICTs during classes or as didactic support; to investigate the opportunities and benefits provided by DICTs for teaching and learning, highlighting the main forms of use in Science teaching. The research was based on studies by authors such as Branco and Iwasse (2022), Rocha, Corrêa, Ferreira (2022), Santos, Cavalcante, Lima (2023), Sanches (2020), Veiga (2022), among others. In the methodology, we opted for bibliographic research, searching for articles from the last 5 years. The results showed the use and its contribution to the development of Science classes, favoring student learning, despite challenges such as difficulty in accessing the internet and lack of knowledge among teachers about the use of ICTs. Finally, the importance of continuing to debate, research and experiment with new ways of integrating ICTs in a creative, reflective and transformative way in basic education.