Estudo exploratório sobre o uso e a busca de informações e de recursos didáticos por professores de biologia do ensino médio cadastrados na biblioteca digital de ciências da UNICAMP

Abstract

This exploratory study investigates what are the sources of information and resources used by High School Biology Teachers (HSBT) enrolled in the Digital Library of Science (DLS) in their learning and professional development and in their didatic activities.Methods were used for collecting indirect data, which consisted in applying two online structured questionnaires, and direct methods, which consisted in analysing the keywords, comments about resources and the electronic messages left by teachers.The first questionnaire allowed us to outline a profile of the HSBT.They are averaged 36.4 years old, most are female, teach in public school and live in the Southeast.Most of the teachers found BDC using search engines.At the time of their registration, they were already using the Internet for over five years, and were interested primarily in contents to support lessons planning and teaching resources.The second questionnaire showed that HSBT had an initial formation compatible with their function: the majority studied Biology and has graduation degree.However, concerning on the didactic use of digital technologies, most had nothing on initial formation neither on training courses.The results about information sources used in planning lessons, getting instructional resources and teacher's learning showed that, in general, there are a low use of information sources based on Internet (such as digital libraries, sites of universities, blogs, forums and discussion groups).Printed sources like newspapers, magazines, textbooks, academic books have been used eventually by most teachers.The most common source used is the textbook that plays multiple roles: for teacher learning, lesson planning and as didactic resource.Congresses, lectures and courses are considered eventual sources of learning for the majority.Moreover, exchanging experiences with colleagues is considered a frequent source of information for learning.Cross-analysis of data suggests that most teachers do not hold basic skills to use technology, and also do not know how to evaluate digital resources in education.The results also indicated their preference for resources that do not require interactivity by students: the PowerPoint presentations and images (pictures, video or animation).It seems there is a limited use of digital educational resources.The overall picture portrayed in this work suggests the existence of weaknesses in how HSBT are upgrading and learning about science and about information and communication technology.It is recommended that further investigations can be lead to confirm if this tendency is observed in the totality of brazilian HSBT.

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