Website e podcasts temáticos em zoologia de invertebrados como proposta didática para o ensino de biologia

Abstract

The discipline of Biology is divided into sub-areas such as Zoology, which deals with various aspects related to animals. In Basic Education, contents such as these are often abstract and difficult for students to assimilate, taking into account that learning is still based only on the use of textbooks. Currently, technologies are increasingly present in everyday life, whether at work, in the family or even in education, where they have been used as a pedagogical tool. In this case, they are called Information and Communication Technologies – ICTs present in education through the internet, applications, websites, electronic magazines, Podcast, among others. Podcast is a tool used to disseminate sound content, in different formats, which can be in the form ofinterviews, radio, and classes, for example. In teaching and learning environments, Podcast can be easily exploited to reinforce the contents worked in the classroom and go beyond these. Websites are platforms used to propagate information of all kinds, and this can be adjusted so that the teacher has the possibility to, through it, pass on reliable and current content to their students. Thus, this work proposed the development of a Website and Podcasts as educational resources for teaching Invertebrate Zoology in the discipline of Biology. To this end, in order to enable a more attractive teaching and learning process, with the use of technology, media Podcasts and a website aimed at Arthropods (invertebrate animals) were produced. To create and edit the five Podcasts, the Anchor application was used, following action and content scripts. The website was created through Google sites. The episodes of “Podcast: Footprints of Zoology” deal with the four subphylastudied in the 2nd year: Hexapoda, Myriapoda, Chelicerata and Crustacea, bringing their characteristics, habits and other information. On the website “Diário dos Arthropods” the Podcasts were inserted, as well as contents about the aforementioned groups, arranged through images, explanatory figures and text. It is believed that the technological resources created here can contribute to a more current, attractive and dynamic learning.