Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The Moodle platform is a software that provides a unique framework within which students can access a wide range of online resources, allowing teachers and students to interact using different communication tools at any time. This platform contains a series of tools that were used during distance education as an educational proposal and in the middle of the 2020 pandemic as a necessity to keep the educational system running. For this reason, this article aims to review the positions of researchers on the benefits of the Moodle platform in distance education. It is concluded that the different researchers have a positive position on the benefits of the Moodle platform in distance education. Other researchers affirmed that during 2020, the use of the platform is a response to the need for continuity of the educational service and not as a proposal to stimulate learning activities.

As part of a study of "environmental awareness and artistic expression in students of a public university in Metropolitan Lima", the objective was to design and determine the validity of the items and the reliability of a scale to assess environmental awareness. The sample consisted of 216 volunteer students, 63 men and 153 women, aged between 17 and 30 years, selected by non-probabilistic purposive sampling. In this section, the design corresponds to an instrumental study. The respondents answered the Environmental Awareness Scale virtually: the Exploratory Factor Analysis was used, by means of the Principal Axes Factorization method, with Varimax rotation, allowing the estimation of certainty of validity of the items based on the internal structure. On the other hand, the Confirmatory Factor Analysis led to identify that the CFI and TLI (0.923 and 0.910, respectively) exceeded the value of 0.90 and are therefore considered acceptable. The SRMR (0.057) and RMSEA (0.052), reached mean values close to adequate. Finally, the Chi-square was 1.589, representing an acceptable value. Regarding the reliability of the inventory, the Alpha (.85) and Omega (.90) coefficients are above the acceptable range.

A thematic workshop seeks to provide an interconnection and contextualization of knowledge by students, which can be applied as an effective instrument at various levels and areas of study, including Microbiology teaching. The research presented in this study is qualitative and quantitative and investigated learning concepts related to microorganisms by students in the 6th year of Elementary School II, through an individual questionnaire applied before and after the thematic workshop development, with an emphasis on food products. From the analysis of the results, it can be observed that, for most workshop foods exposed, the percentage of correct answers regarding the presence or absence of microorganisms in food was higher after the workshop, when compared to the percentage at workshop beginning.

The use of geotechnologies as teaching/learning tools has been gaining ground recently. However, the difficulties and potentialities of using these tools in ecology teaching are still not properly understood. In this way, this work carried out a bibliographic review of how geotechnologies have been used in the teaching of ecological content in Brazil. Although geotechnologies are important tools for teaching themes related to the ecological stud of the spatio-temporal dynamics of ecosystems and observation of the effects of anthropic impacts, few works were registered that presented these direct applications. This research concludes that there is a need for a closer relationship between the use of geotechnologies and the teaching of ecology, mainly through the training of teachers and/or students of the degree courses in Biological Sciences.

The content of Cellular Biology in high school  includes  the chemical processes mediated  by inorganic and organic components that occur in living organisms. Teaching this content is a great challenge because it involves mechanisms and structures of macromolecule that are invisible to the eyes of students. On the other hand, it is an area in which it is possible to establish several relationships that allow arousing curiosity and an investigative practice in students. The objective was to propose an active methodology, using the RPG strategy (RolePlaying Game) in the digital version, to understand what are calories and energy content of food, as well as the importance of healthy habits for a proper functioning of the body. The use of RPG as a pedagogical tool can contribute to the significant learning of students.

One of the most important concepts for the organization of scientific knowledge is the “cell”. Due to the microscopic nature of these structures and the need for abstraction to understand them, Cell Biology is one of the most difficult contents for students to understand. To overcome these barriers, playful activities reduce passivity and facilitate the assimilation of concepts and processes. The production of “edible cells” is a well-known strategy in the teaching of Cytology. In this work, we propose the use of the format of a cooking competition show at school, in addition to that tool. The methodology was applied to a group of students from the 8th year of Elementary School, stimulating the integration of conceptual, procedural and attitudinal contents.

The potential of the COVID-19 pandemic to trigger reflection and teaching actions in Biology is highlighted. In view of this, an experience of supervised practices in the training of Biology teachers at a federal university in the interior of Minas Gerais is reported. Occurred in the second half of 2021, the experience included the participation of six interns who answered a questionnaire that sought to better understand the nuances of the absence of conducting actions in dialogue with the pandemic. Based on the narratives, reflections on teaching, curriculum and emotional issues that touch the pandemic moment are presented and some challenges and strengths to biology teaching practices are discussed aiming contribute to an effective scientific literacy.

This work reports the experience of two visits to non-formal spaces, developed in sequential years with groups of students in the seventh year of elementary school from a public school in Uberlândia - MG, with the aim of estimulate the reflections on the planning process and execution of didactic-pedagogical activities developed by the teacher in non-formal spaces. The data and results of the visits present the perceptions and evolution in the way of proposing them, emphasizing the teacher's planning in three stages (prior, during and post visit) and the use of a study guide. Interactive Science activities in non-formal spaces were effective for the teaching and learning process, and should therefore be further explored by teachers.

Tutorial Education is a model with great potential for the development of quality teaching-learning processes. This article presents the development of a Tutorial Education proposal applied to High School. The objective was to introduce teaching activities in EM, and to assess the factors that influence success for this type of practice. The development of the proposal was divided into 3 stages: i) presentation of the Tutorial Education model called PET-Júnior to PETians and EM students; ii) organization of activities; iii) application and iv) evaluation. The expansion of the Tutorial Education Program for EM is a possibility that can motivate students to complete and continue their studies, as well as to enter the labor Market.

The present work analyzes the work “Quarto de despejo: diary of a favelada”, by Carolina Maria de Jesus, as a pedagogical resource for the development of learning in Biology Teaching processes. The qualitative research consisted of descriptive and interpretive document analysis of the book based on the Theory of Systemic-Functional Grammar with simultaneous linguistic-semiotic functions, the meta-functions: Ideational and Textual. It was noticed that Carolina's language processes are dynamic, so dialogues brought about by her lived experiences can contribute to teaching, breaking with the transmissive and fragmented model of content. The use of literature as a pedagogical resource can constitute and reconstruct a learning space, valuing the socio-cultural ethnic-racial realities of students in Biology Teaching.