O valor pedagógico de vídeos de divulgação científica da rede social Tiktok: um estudo exploratório com professores de ciências e biologia
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TCC
Data de publicação
2023-06
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Citações (Scopus)
Autores
Lutz, Pedro
Orientador
Pechliye, Magda Medhat
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Ao longo dos séculos reformas educativas foram ocorrendo em todo o mundo, fazendo com que a educação tomasse novos significados ao longo da história. Antes mesmo do agravante da pandemia da COVID-19 a “geração conectada” já passava 24 horas compartilhando conteúdo e interagindo em diferentes aplicativos e plataformas. Na rede social TikTok, os processos de ensino e aprendizagem ganharam novos significados. Deste modo, o presente trabalho tem por objetivo analisar o que professores de ciências e biologia dizem sobre o uso do TikTok em aula. Dois vídeos foram criados e publicados na plataforma TikTok, com duração média de 2 minutos e 30 segundos. Na sequência foi criado e disponibilizado na plataforma Google Forms um questionário contendo 13 perguntas abertas, sendo este compartilhado entre os professores da área de ciências e biologia. Os resultados evidenciam que a maioria dos professores que responderam os questionários são da rede particular de ensino (84,62%), com tempo de magistério de 5 anos (46,15%). Quanto ao uso da plataforma TikTok como ferramenta de divulgação científica, 84,61% dos professores relataram que os estudantes são antenados nas redes sociais e que os conteúdos publicados na plataforma, quando bem elaborado, podem auxiliar sim no processo de aprendizagem dos estudantes. Com relação aos vídeos, nota-se que no Vídeo 1, 10 professores (73,96%) responderam ter gostado do vídeo, já no Vídeo 02, 12 professores gostaram do vídeo (92,30%), entre as principais justificativas estão a linguagem de fácil entendimento e o uso de temas atuais (Pokémon) como instrumento de ensino. Por outro lado, críticas como: uso de terminologias erradas, conceitos errados e ausência de conexão, foram um dos atributos julgados pelos professores que não gostaram dos vídeos. Apesar das críticas, 69,23% relataram que utilizariam os vídeos em suas aulas. Sendo assim, nota-se que a rede social em questão é uma ferramenta que contribui para aprendizagem dos educandos. Visto que grande parte dos professores gostaram da metodologia abordada, dizendo ser atual e contextualizada com os assuntos do dia-a-dia dos estudantes, porém entraves como da falta de hora de trabalho disponível, dificuldade de acesso à internet de qualidade e até mesmo, local hábil onde o conteúdo possa ser produzido, são uns dos gargalos enfrentados pelos professores. Vale lembrar que não é a ferramenta que muda e sim o modo que a mesma é empregada.
Over the centuries educational reforms have taken place all over the world, causing education to take on new meanings over time. If before the COVID-19 pandemic the "connected generation" already spent 24 hours sharing content and interacting on different apps and platform. In TikTok social media, the teaching and learning process gained new meanings. Thus, this paper aims to analyze what science and biology teachers say about the use of TikTok in class. Two videos were created and published in the TikTok platform, with an average duration of 2 minutes and 30 seconds. Then, a questionnaire containing 13 open questions was created and made available on the Google Forms platform, which was shared among science and biology teachers. The results show that most of the teachers who answered the questionnaire are from the private education network (84.62%), with teaching time of between 5 and 5 years (46.15%). As for the use of the TikTok platform as a tool for scientific dissemination, 84.61% of teachers reported that students are tuned in to social networks and that the content published on the platform, when well prepared, can indeed help in the learning process of students. Regarding the videos, it is noted that in Video 1, 10 teachers (73.96%) responded that they liked the video, and in Video 2, 12 teachers liked the video (92.30%). On the other hand, criticisms such as: The author being shirtless in the videos, use of wrong terminology, wrong concepts, and lack of connection, were among the attributes judged by the teachers who did not like the videos. Despite the criticism, 69.23% reported that they would use the videos in their classes. Thus, the TikTok platform is a tool that can contributes to the students' learning. Most of the teachers liked the methodology, saying that it was up-to-date and contextualized with the students' day-to-day issues, but obstacles such as the lack of available work time, difficulty in accessing good quality internet and even a suitable place where the content could be produced are some of the bottlenecks faced by teachers.
Over the centuries educational reforms have taken place all over the world, causing education to take on new meanings over time. If before the COVID-19 pandemic the "connected generation" already spent 24 hours sharing content and interacting on different apps and platform. In TikTok social media, the teaching and learning process gained new meanings. Thus, this paper aims to analyze what science and biology teachers say about the use of TikTok in class. Two videos were created and published in the TikTok platform, with an average duration of 2 minutes and 30 seconds. Then, a questionnaire containing 13 open questions was created and made available on the Google Forms platform, which was shared among science and biology teachers. The results show that most of the teachers who answered the questionnaire are from the private education network (84.62%), with teaching time of between 5 and 5 years (46.15%). As for the use of the TikTok platform as a tool for scientific dissemination, 84.61% of teachers reported that students are tuned in to social networks and that the content published on the platform, when well prepared, can indeed help in the learning process of students. Regarding the videos, it is noted that in Video 1, 10 teachers (73.96%) responded that they liked the video, and in Video 2, 12 teachers liked the video (92.30%). On the other hand, criticisms such as: The author being shirtless in the videos, use of wrong terminology, wrong concepts, and lack of connection, were among the attributes judged by the teachers who did not like the videos. Despite the criticism, 69.23% reported that they would use the videos in their classes. Thus, the TikTok platform is a tool that can contributes to the students' learning. Most of the teachers liked the methodology, saying that it was up-to-date and contextualized with the students' day-to-day issues, but obstacles such as the lack of available work time, difficulty in accessing good quality internet and even a suitable place where the content could be produced are some of the bottlenecks faced by teachers.
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Palavras-chave
Tiktok , processo de ensino e aprendizagem , ferramentas de ensino , ensino de ciências e biologia , social media , teaching instrument , teaching processes , learning methods