O professor de ciências e a tecnologia digital na sua prática educativa

Abstract

Today's society is highly technological, so that it is not possible to think about education without using technologies. The teaching-learning process is also different from what it used to be, because the ways of teaching and learning are different, that is, the teacher is no longer a simple transmitter of knowledge. Today, he is a mediator, facilitator of the teaching-learning process and students are the active subjects of this process, no longer being simple recipients of knowledge. In this way, the teacher needs to use resources that transform his classes, in order to instigate more and more the search for knowledge on the part of the students, teaching dynamic, motivating, attractive classes and understanding that the available technologies help in the teaching-learning process, which come to collaborate with the teacher, functioning as support, as an additional resource for this process. Thus, this monograph aims to show the advancement of technology and its interference in Education, with emphasis on science teaching. In addition, it also seeks to assess the dimension of the phenomenon of technology in the classroom and teacher training for this approach. Through a literature review, made possible by the Google Scholar platform, the periods before and after the COVID-19 pandemic were considered, since the terms used in this bibliographical research were “science teaching” and “technology”. The results showed a strong growth in publications of works with this focus in recent years. It was also clear that many teachers do not have the necessary skills to apply technology, especially in teaching science in the early years. Therefore, it is necessary to train future teachers to act with excellence and enjoy the benefits of technology in science teaching. Regarding professionals who already work in the area, it is necessary to continue training cycles that strengthen or build these skills and, thus, drastically minimize the number of students with learning gaps in the STS axis.