O ensino de ciências e a aprendizagem em rede: traços do conectivismo no Brasil

Abstract

Considering the current digital age, the reflection on the systematization of learning, on the theoretical principles and processes contained therein, emerges, taking into account this fact, the present research seeks to make a theoretical reflection on Connectivism in the context of technologies connected to the Society in Re-de and carry out an exploratory, descriptive and documentary study of Brazilian productions under this new perspective applied to the Teaching of Natural Sciences in Basic Education. The questions raised were: how do information and communication technologies fit into the concept of connectivism? Are there differences between the systematization of learning in the perspectives of the theories postulated by behaviorists, cognitivists and constructivists and those based on connectivism? What contributions does connectivism bring in the scope of the teaching-learning process of Natural Sciences? Its general objective was to carry out a bibliographic study of the scientific productions on the contributions of Connectivism in the educational scope of the Teaching of Natural Sciences that were dedicated to this perspective as teaching methodology carried out in the classroom. And the specific objectives: to describe how the communication and distribution of information were constituted from the emergence of the internet to the digital age; to compare traditional theories of learning and the approach of Connectivism regarding the need for knowledge in the digital age; investigate a Connectivist model of network learning; and conduct an exploratory, descriptive and documentary study of Brazilian productions from the perspective of connectivism applied to teaching. The research used the bibliographic review, based on the writings of Castells (1999, 2002), Siemens (2004, 2006), Downes (2005, 2008, 2011), Coelho et al (2014), Foresti and Teixeira (2012) , Teixeira (2012), Mattar (2013), for the discussion of the theme. An analysis was made of the bibliographic production devoted to connectivism in science education in Basic Education, according to established criteria. Studies based on connectivist learning are in the process of evolution and there is an emergence of strategies and teaching methods adjusted to the new generation of the digital and virtual society