Biologia celular: tendências no uso de tecnologias digitais para o ensino de biologia celular no Ensino Médio (2014-2024)

Abstract

With the constant advancement of Digital Information and Communication Technologies (DICTs), these tools have become increasingly present in the daily lives of children and young people, including in the school environment. The subject of Cell Biology has posed a significant challenge forstudents due to the complexity and high level of abstraction required to understand the content. In this context, the central question of this study is: What has academic research presented regarding the use of DICTs for teaching Cell Biology, with a focus on cellular organelles and cell division, in high school between 2014 and 2024? Thus, the general objective of this study is to analyze academic research on the use of DICTs in teaching Cell Biology in high school. The specific objectives are: to characterize how these technologies have been incorporated into educational practices; to identify the main trends, challenges, and impacts of DICT use; and to highlight future perspectives for the use of DICTs in Biology education. Based on this, a Systematic Literature Review (SLR) was conducted using the CAPES Journals and BDTD platforms. After searching these databases, fourteen studies published between 2014 and 2024 were selected as the basis for analysis. The results revealed the use of a variety of digital tools, such as augmented reality, educational games, mobile applications, websites, videos, and simulators, to address complex topics such as cellular organelles, plasma membrane, and cellular respiration. Most of the analyzed studies focused on first-year high school students, a crucial moment for the initial understanding of Cell Biology. The research also highlighted significant gaps in the use of these technologies, such as the lack of resources adapted forstudents with special needs, as well as insufficient school infrastructure and ongoing teacher training. These factors limit the full potential of DICTs in the educational process. It is concluded that, despite the great potential of DICTs to enrich and enhance the teaching of Cell Biology, there is a need for investment in public policies that ensure the availability of resources, teacher training, and the necessary infrastructure for the effective implementation of these technologies in schools.