Proposta educacional sobre divulgação científica e tecnológica com uso de tecnologia móvel digital e rede social

Abstract

Scientific and technological dissemination (DCT) is fundamental for society to know about scientific and technological development, contributing to the formation of more critical citizens. Advances in this development are noted daily, but traditional school teaching materials generally do not keep pace. Therefore, the general goal of this research was to elaborate, apply and analyze an educational activity involving the digital mobile technology and to debate on what concerns to the DCT, in a perspective CTS (Science-Technology-Society). Fifteen first-year high school students from the state’s public school used their smartphones with internet access as technology that enables them to keep up with recent DCT reports. In the classroom, students visited websites, selected and read the reports. They have elaborated sinopsis about the reports and also critical comments on the topic posted by another colleague. This was posted in a closed group on the social network Facebook. To assist in the development of these comments, a debate was held. In order to conclude de activities, the students prepared a descriptive report describing the intellectual learnings and the skills developed with the technologies. The analysis of the research was based on the educational activity proposal, the reports and the notes made by the teacher / researcher during a research. The selected reports dealt with various themes that were grouped into: ecology, astronomy; human health, genetic manipulation; and others. Regarding the results, students reported that they searched the Internet for more information on the issue of commenting on critical reports selected by their colleague. So some students also developed research skills and learning scientific concepts. The final reports were handed out to students regarding manuscripts related to difficulties in using the Smartphone. In addition, they reported that they did not imagine using Facebook for educational activities. Such activity potentially contributed to the development: a problematized view regarding the themes of the CTS; research skills and material selection on the internet; use of interaction tools in social networks; learning new scientific concepts; and do teamwork. The hydrib teaching (presential and digital) proved to be very enriching and contributed to the development of media literacy skills and scientific and technological literacy.