Open AccessBIOE and the Teaching of Physics: inferences from the Critical Theory of Technology
Author(s) -
Ingrid Aline de Carvalho Ferrasa,
Awdry Feisser Miquelin,
María Ivete Basniak,
Sani de Carvalho Rutz da Silva
Publication year - 2021
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol9.iss6.3158
Subject(s) - problematization , reflexivity , process (computing) , epistemology , sociology of education , critical theory , mathematics education , qualitative research , educational technology , sociology , pedagogy , computer science , social science , psychology , philosophy , operating system
This article reads from Andrew Feenberg's Critical Theory of Technology, analyzing the International Bank of Educational Objects (BIOE) in Physics teaching, investigating whether the Educational Objects (EO) available in BIOE contemplate a process of teaching and learning that is critical and reflexive and that articulates with one or more pedagogical conceptions linked to its educational objective. For this, the qualitative approach of the documentary type was used for data collection and content analysis to arrive at the results. Thus, we verify that the EO for Physics available in BIOE do not contemplate a critical and reflexive teaching and learning process articulated to one or more pedagogical conceptions linked to its educational objective; it does not broaden the problematization related to educational practices in physics towards the politicization of science and technology, in understanding the implications of an educational technology; and it is absent in the very understanding of human relations with such objects and the systems in which they operate, including the teaching and learning process.