Avaliação em biologia com tecnologias digitais: a formação de professores e licenciandos para o uso de Plickers como recurso pedagógico auxiliar

Abstract

This undergraduate thesis aims to investigate the contributions of the Plickers application to the redefinition of assessment practices in Biology education. The research was conducted with pre-service Biology teachers and one in-service teacher through the application of an online questionnaire and a structured interview, respectively, based on Bardin’s (1977) content analysis methodology. As an educational product, a digital guide was developed with practical instructions on using Plickers, integrating concepts of formative assessment and active learning methodologies. The results show that, although many participants had not previously experienced innovative assessment practices, they demonstrated interest and conceptual understanding of formative assessment and viewed the use of digital technologies as a positive tool for evaluation. Plickers stood out as an accessible, interactive, and effective tool for providing real-time feedback and promoting student engagement. The study also highlights the importance of continuous teacher training so that digital technologies can be integrated critically, intentionally, and in alignment with pedagogical goals. It concludes that the pedagogical use of Plickers, when implemented reflectively, can significantly contribute to transforming traditional assessment practices into more formative and learning-centered processes.