TEACHER ACTIONS RELATED TO LEARNING RESOURCES USED IN BIOLOGICAL SCIENCES EDUCATION CLASSES

This paper presents research results whose objective was to describe and analyze the teaching actions related to the didactic resources used in the Biological Sciences Education Program classes. Data collection was by recording teacher lessons at a public Higher Education Institution in the state of Parana/Brazil, and writing field notes about them. We present the analysis of these classes, one in which the resources used were the slides, and the other, the board and marker. Based on content analysis, we categorize teaching actions into three levels: macro-actions, actions, and microactions. In the results, we found that slide use showed a lower number of teaching actions and a shorter time to execute it, in comparison with the board and marker use. We also identified one action related exclusively to the use of slides, specifically the Indicate action, and three actions related to the use of the board, whose actions were Erase, Dictate, and Write.