Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional

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http://repositorio.ufes.br/handle/10/17606
Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional

Centro: CEUNES
Telefone: (27) 3312 1563
URL do programa: http://biologia.saomateus.ufes.br/

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Navegando Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional por Assunto "Arthropoda"

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    Entoma-Arthropoteca: um ecossistema digital para o ensino investigo de artrópodes no ensino médio
    (Universidade Federal do Espírito Santo, 2025-01-26) Vale, Lucas dos Santos do; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0002-4157-6503; http://lattes.cnpq.br/1554318438405230; https://orcid.org/0009-0001-5510-3520; http://lattes.cnpq.br/0502914406473197; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929; Vital, Marcos Vinícius Carneiro; https://orcid.org/0000-0003-0829-7374; http://lattes.cnpq.br/9774938987860991
    This study addresses the development, implementation, and evaluation of an inquiry-based didactic sequence for teaching arthropods in upper secondary education, articulated with the demands of the Brazilian National Common Core Curriculum (BNCC) and with the need to promote scientific literacy in the context of the global decline of entomofauna. The central educational product of the study is the Entoma–Arthropoteca digital ecosystem, developed with the support of generative artificial intelligence tools (OpenAI Codex and Lovable) to enable teacher authorship in the creation of complex technological resources. The ecosystem comprises two integrated web applications: Entoma, which organizes the four moments of the didactic sequence (engagement, exploration, debate, and action), and Arthropoteca, which functions as an interactive guide for arthropod identification and as support for field data collection. The methodology followed a qualitative approach, and the didactic sequence was implemented in a state public school in the municipality of Serra, Espírito Santo, with students enrolled in the third year of upper secondary education. The results from the implementation evaluation and from the analysis of learning products indicate that the digital ecosystem exhibited high pedagogical readiness and face validity, supporting stable activity flows and reducing operational barriers during school-based inquiry. The collected evidence demonstrates the mobilization of knowledge across three dimensions: conceptual, as students formulated well-grounded hypotheses about anthropogenic impacts, climate change, and pesticide use; procedural, as they produced consistent field records and engaged in assisted taxonomic identification; and attitudinal, as they participated in debates on ethical dilemmas and developed pro-conservation action plans directed toward the community. It is concluded that the integration between the didactic sequence and the digital tools favored inquiry-based teaching, enabling the construction of scientific explanations and civic engagement, and validating the potential of artificial intelligence as support for pedagogical innovation in basic education.