AS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO (TICs) COMO FERRAMENTAS PARA A EXPLANAÇÃO DO CONTEÚDO CICLOS BIOGEOQUÍMICOS

Abstract

Due to the current situation in which the world was hit by the impacts of the novel coronavirus (SARS-CoV-2), including social distancing measures and the interruption of several on-site activities, including school activities. At this moment the use of information technology has been key in the execution of various activities, including school activities, aiming to minimize the losses caused by social distancing measures in the educational field. That way it is important to highlight the importance that High School has in the promotion of the students' development of critical thinking, preparation for the job market and good social interaction, the PCN's, LDB/1996 and the BNCC guarantee that the students are entitled to these rights in the schools' curriculums. In this respect, it is possible to link the various subject matters studied in class to the students' interaction in society. The contents of Biology, for example, foster curiosity, a broad view of the world and engagement in important debates regarding the biodiversity that we have, the contents of the biogeochemical cycles is one of the major subjects in the construction of this knowledge since they form the base for the comprehension of physical, chemical and biological processes, these contents are of great relevance to the National High School Exam. Thereby the relevance of this quantitative study emerged, which is to evidence the students' perception related to the use of ICT in biology classes and in relation to biogeochemical cycles. Students had some difficulties with this content, so they asked the Biology teacher to help them understand more about such content. 20 students, who had previously signed the free and informed consent term, participated in this study. They answered a questionnaire and a post questionnaire. Some data were tabulated for a better analysis of the results. Among the results found, it is worth highlighting the utilization of ICT in class, given that 86% of the students stated that the teachers use overhead projectors, all of them said that they like the use of ICT in class because it facilitates the comprehension of the subjects. In relation to the use of Google Meet and Google Classroom, 50% of the students rated it as excellent, 25% as good and 25% as bad. The use of ICT in the classroom had a positive result, the students had a good understanding of the subjects discussed in class by the teachers. Lastly, we could infer, from the contribution made here, that ICT has been working out well integrated to the classroom.