O uso de videoaulas como recurso didático auxiliar na aprendizagem em ciências biológicas no centro de Estudos Superiores de Parintins - UEA

Abstract

This study examines the use of video lessons as a complementary instructional learning in Biology at the Centro de Estudos Superiores de Parintins (CESP/UEA), based on the perceptions of undergraduate students enrolled in the Biological Sciences Teaching Degree program. The research is gounded on the understanding that digital technologies have transformed educational practices, expanding access to knowledge and, fostering the teaching and learning process more interactive teaching and learning process. Within this context, video lessons have emerged as widely used tools for content review, clarification of concepts, and academic supor. The specific objectives of the study were: to identify the digital platforms most frequently used by students, investigate their perceptions regarding video lessons, and analyze the benefits and limitations of this resource in Biology learning. A qualitative research approach was adopted, empoying to students in the 9th semester of the Biological Sciences Teaching Degree program at CESP/UEA. The findings revealed that YouTube is the main platform used by students, highlighting the significant role of digital technologies in contemporary educational settings. Students reported that audiovisual resources, such as animations, diagrams, and visual demonstrations, facilitate the understanding of complex biological concepts and promote meaningful learning. Furthermore, video lessons were found to encourage learner autonomy by enabling students to access and review content according to their individual learning pace. However, certain limitations were also identified, including the superficial treatment of some topics and the need for instructor guidance in selecting reliable and academically sound materials. The study concludes that video lessons have considerable potential as a complementary educational tool for undergraduate Biological Sciences courses, contributing to the enhancement of learning outcomes when integrated critically and effectively into pedagogical practices.