Interactive digital resources as educational support for biology learning among high school students
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Abstract
The use of digital educational resources in educational practice has gained importance due to the functionalities of digital educational resources for presenting information, building interactions, and helping students understand scientific subjects. Biology learning should identify strategies that guide students toward microscopic, abstract, or complex concepts. The purpose of this research was to investigate the use of digital educational resources for Biology among first-year high school students. The research was conducted using a mixed-methods approach, with a field and bibliographic-documentary modality, an applied purpose, a descriptive level, a non-experimental design, and a cross-sectional approach.
The sample consisted of 67 students, 10 teachers, and 3 administrators. Surveys and interviews with teachers and administrators were used to collect information. The data collected indicated a positive evaluation of digital resources: 52% emphasized their clarity and accuracy, while 72% considered them appropriate for promoting participation and interest. Additionally, 68% positively evaluated having a teaching guide, and 73% preferred activities that incorporated digital resources. Therefore, it is concluded that these digital resources constitute a relevant resource for Biology learning.
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