Educação científica na educação infantil mediada por tecnologias: uma revisão sistemática
DOI:
https://doi.org/10.35622/j.rie.2023.03.003Palavras-chave:
educação infantil, educação científica, tecnologia educativa, revisão sistemáticaResumo
RESUMO: Introdução: O desenvolvimento de competências científicas na educação infantil permite a compreensão do mundo que envolve a criança, historicamente tem sido feito a partir da exploração do ambiente, no entanto, a utilização de tecnologias é uma necessidade actual nos processos de aprendizagem, melhoria contínua e contextualização da prática pedagógica na educação infantil. Objectivo: identificar tendências na formação em competências científicas na educação infantil, centrando-se em estratégias pedagógicas e recursos didácticos mediados pela tecnologia educativa. Metodologia: a revisão baseou-se numa abordagem qualitativa, foi efectuada uma pesquisa na base de dados SCOPUS que caracteriza o título do artigo, resumo e palavras-chave, com os seguintes critérios de pesquisa: educação E a primeira infância E a ciência E a educação E a tecnologia educativa, aplicando o filtro Tipo de fonte: Revista no período entre 2007 e 2022 para uma análise hermenêutica subsequente, tendo em conta as categorias de estratégias pedagógicas e de recursos didácticos. Resultados: verificou-se que existe uma forte tendência para utilizar os modelos Ciência, Tecnologia, Engenharia e Matemática -STEM; no caso dos recursos didácticos, destaca-se na literatura revista a utilização de robôs, aplicações educativas online e interactivas, websites, a utilização de dispositivos móveis e software para uso táctil e equipamento informático. Conclusões: Este estudo salienta que é importante ter em conta as limitações tecnológicas, pedagógicas e de conteúdo ao implementar estratégias de ensino na educação infantil, uma vez que estas limitações podem afectar o sucesso das práticas educativas e a capacidade dos professores para ensinar eficazmente as competências científicas.
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