Explorando o potencial das plataformas de Inteligência Artificial no ensino de ciências e biologia

Abstract

Due to the significant advancement of Artificial Intelligence (AI) in several spheres, including education, there is a need to highlight the discrepancy in the transmission of information between "generation Z" and veteran teachers, highlighting the need to develop skills and planning for the effective incorporation of this technology in teaching and learning. Given this scenario, this work aims to verify the potential of Artificial Intelligence platforms for use in Science and Biology Teaching by teachers. A systematic review was carried out using descriptive analysis, of a quantitative and qualitative nature, through the “Google Scholar” platform, containing the following keywords: “artificial intelligence”, “basic education”, “science teaching” and “teaching biology”, and their combinations, in their titles, abstracts or body of the text. From the selection with inclusion and exclusion criteria, of the 23 selected works (6 articles, 1 thesis, 10 dissertations and 6 monographs), the platforms were subsequently categorized into Virtual Teaching and Learning Environment (AVEA), gamification (GAME), virtual and augmented reality (AR), speech and natural language recognition (LN), prediction and recombination (PR), Intelligent Tutoring Systems (ITS) and adaptive learning (AA). Each category went through evaluation criteria, including necessary resources, usability, limitations, digital accessibility and free of charge. 40 platforms were found that use AI in the selected works, covering several categories, highlighting 25% for AVEA, 18% for GAME, AR, LN and PR, totaling 15% per category, while STI and AA obtained only 5% of the platforms mentioned. Educators can personalize teaching according to students' needs and monitor learning progress individually, as well as promote engagement through adaptive platforms, educational games and virtual reality creating an immersive and personalized environment. It is concluded that Artificial Intelligence in Education (IAED) appears as an ally in school inclusion, through the personalization of learning and digital accessibility resources. IAED ensures that all students have the same opportunities and that their needs are considered. This way, teachers gain time for interaction, while students become more participative and motivated with games and interactive resources. Despite the high cost of some platforms, IAED presents itself as a journey towards more effective and accessible education.