O dispositivo móvel celular no ensino-aprendizagem de biologia no ensino médio

Abstract

Technology in education has become increasingly indispensable, particularly in its pedagogical application as a strategy to enhance teaching and learning. This study, conducted at Solon de Lucena State School (SEDUC-AM), aimed to investigate and provide theoretical and methodological foundations for the use of mobile phones in Biology teaching. Adopting a qualitative, observational, and exploratory approach, the research is grounded in Piagetian constructivist theorists, including Becker (2001), Delval (2002), Ramozzi-Chiarottino (1988), and Macedo (1993), as well as scholars who have investigated Digital Information and Communication Technologies, including Pierre Lévy (1999), with the concept of collective intelligence; Moran (1998), with active learning and active methodologies; Lúcia Santaella (2010), with ubiquitous learning; Rojo (2012), with multiliteracies; Prensky (2001), with the concept of digital natives; Zabala (2010), with the didactic sequence; in addition to the Brazilian National Common Curricular Base (BNCC). The study involved one teacher and twenty second-year high school students attending afternoon classes and was carried out in stages: classroom immersion for the development of a pedagogical proposal based on digital technologies and the implementation of a didactic sequence using mobile phones. Data collection included open- and closed-ended questionnaires administered to the students and the teacher, interviews conducted through dialogue circles and in podcast format, classroom observations, a preliminary survey on the Human Muscular System conducted using Google Forms, and a self-assessment of the didactic sequence. The results indicated greater student engagement and interest, improved understanding of Biology concepts, and the development of digital, critical, and collaborative skills. It is concluded that active learning, promoted through active methodologies and combined with the use of mobile phones, has transformative potential for Biology teaching and learning, making them more dynamic, innovative, and effective.