Contributions, perceptions and practices about technologies in science teaching

a systematic review involving teacher training

Authors

DOI:

https://doi.org/10.5335/rep.v31.15665

Keywords:

digital technologies, science teaching, teacher training, systematic review

Abstract

The article analyzes productions involving teacher training for the use of digital technologies (DT) in the area of ​​teaching Natural Sciences (Chemistry, Physics and Biology), identifying in the focuses of the studies contributions of training processes in the construction of pedagogical concepts and practices. To this end, it presents results of a systematic review carried out in ten journals in the Education area with a time frame of 2013-2023. The findings indicate that the studies are centered on four focuses of the publications: Initial training and use of DT; Continuing training and use of DT; Conceptions and perceptions about DT and practices using technology. In general, there is an interest in the contributions of training experiences that encourage the use of DT in pedagogical mediation, but which is still little explored regarding the concepts and practices built after participation in training processes of this order.

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Author Biographies

  • Silva, Universidade Federal Rural de Pernambuco

    She is an early years teacher at Jaboatão dos Guararapes City Hall, Pedagogue and Master in Education/UFPE, also a specialist in Assertive Practices in Didactics and Management of Professional Education Integrated with Youth and Adult Education. She has experience in basic education, early childhood education and elementary education, in higher education in various degrees as a teacher in the Didactics discipline, and in EaD as a teacher in the Specialization Course in Pedagogical Coordination/ MEC/ UFPE. He carries out studies in the area of ​​Education, developing work mainly related to the continuing didactic-pedagogical training of teachers, and has participated in studies related to information and communication technologies in pedagogical mediation.

  • Leite, Universidade Federal Rural de Pernambuco

    Professor of Chemistry and Technologies in Chemistry Teaching at the Federal Rural University of Pernambuco (UFRPE). He has a degree in Chemistry, a master's degree in Science Teaching and a PhD in Computational Chemistry. Current coordinator of the Chemistry degree course at UFRPE. He is a permanent professor in the postgraduate program in Science Teaching (PPGEC), in the Doctorate in Teaching of the Northeast Education Network (RENOEN) and in the Professional Master's Program in Chemistry in a National Network (PROFQUI), all at UFRPE. He coordinates the research groups LEUTEQ (Laboratory for Ubiquitous and Technological Education in Chemistry Teaching) and InPraMEC (Investigation of Methodological Practices in Science Teaching) of the CNPq group directory and is a collaborating researcher at Núcleo SEMENTE and the Latin American Network of Research in Chemical Education (RELAPEQ). At the Brazilian Chemical Society (SBQ), he is the current director of the Teaching Division [mandate 2022-2024], was deputy director of this same division [mandate 2020-2022], in addition to being treasurer of the Pernambuco Regional [mandates 2016-2018 , 2018-2020]. Participates with the accreditation and re-accreditation evaluator of the Ministry of Education (INEP). He was coordinator [term 2019-2021 and 2021-2023] of the Professional Master's Program in Chemistry on a National Network (PROFQUI-UFRPE). He was coordinator of the Chemistry Pedagogical Residency [2018-2020]. Participated in the Chemistry Textbook Evaluation Committee of the Ministry of Education in the National Textbook Program (PNLD 2021 - Object 1, 2 and 3; PNLD 2023 - Object 1 and 2). He was a representative of the northeast region on the National Chemistry Teaching Commission (2016-2018), which contributed to the creation of the Brazilian Society for Chemistry Teaching (SBEnQ) and was part of the SBEnQ communications board (2018-2020). Has experience in the area of ​​Chemistry and Chemistry Teaching: In Chemistry, he develops research in Astrochemistry and Computational Chemistry; In Chemistry Teaching, he works mainly on the following themes: (1) Digital Technologies in Teaching and Artificial Intelligence; (2) Active Methodologies, Active Technological Learning, Gamification and Hybrid Teaching; (3) educational processes and materials in Science/Chemistry Teaching; (4) Experimentation, scientific dissemination and teacher training. Acts as an ad hoc consultant for national and international specialized journals in Science/Chemistry Education, and funding agencies (CNPq, CAPES).

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Published

2024-06-01

Issue

Vol. 31 (2024): PUBLICAÇÃO CONTÍNUA

Section

Artigos de fluxo contínuo

License

Copyright (c) 2024 Kaline Silva, Bruno Silva Leite

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Contributions, perceptions and practices about technologies in science teaching: a systematic review involving teacher training. Revista Espaço Pedagógico, [S. l.], v. 31, p. e15665, 2024. DOI: 10.5335/rep.v31.15665. Disponível em: https://ojs.upf.br/index.php/rep/article/view/15665. Acesso em: 16 oct. 2025.