Um estudo sobre a utilização da plataforma Moodle no processo de ensino e aprendizagem de Biologia.

Abstract

This research investigates an educational product of biology, developed through a methodological instrument, the Moodle Platform. The goal of the research was to analyze the implementation of a didactic sequence prepared by researcher of this study, using the Moodle platform in teaching biology, with the aim of contributing to the process of teaching and learning, applied to teacher training students (Magisterium) of the high school in a public school in Northern Paraná. The Virtual environment of teaching and learning (AVEA) presents itself as a feature unprecedented in Public basic education of Paraná State, because the State Department of education does not provide such a feature to students. It is believed that the AVEA, When produced and made available by applying a didactic sequence well planned, you will be able to make a resource able to promote knowledge. The theoretical-methodological was in science education from the perspective of Historical-critical Pedagogy addressed by authors Gasparin (2003) e Saviani (2005. andBy this approach it is possible to consider the learning of contents by following the five steps: initial social practice, problematization, instrumentalization, catharsis and ultimate social practice, using didactic sequence planning. For making data used the product for the educational content of didactic sequence of cell biology, a description of the procedures for provision of AVEA, the navigation in this environment and the evaluation of the developed content. Qualitative field research was used in obtaining advances and limits of educational product content approached and the functionality of the Moodle platform. The survey results revealed how productive learning work with different methodologies, the viability of this technological capability in the provision and implementation of didactic sequence in order to promote a subsidize the teaching and learning process. Thus, the students were able to identify the cellular operation relations with their day-to-day habits and established relationships between teaching and learning and technology.