TEACHING GENETICS IN BASIC EDUCATION: ANALYSIS OF YOUTUBE VIDEO LESSONS
DOI:
https://doi.org/10.61164/0gkdx602Keywords:
Genetics education; Digital technologies; EducationAbstract
The use of digital technologies has become established as a relevant pedagogical strategy in science education, especially in light of the intensified educational demands in the period following the Covid-19 pandemic. In this context, audiovisual platforms, such as YouTube, have become a widely used resource to support learning, particularly in topics of greater conceptual complexity, such as genetics. This study aimed to analyze the quality of genetics video lessons available on YouTube and aimed at Basic Education. This is a qualitative-quantitative, exploratory, descriptive, and evaluative research, based on document analysis of digital materials. Fifty-nine video lessons were selected, considering criteria such as content, language, teaching level, number of views, and publication period. . For the quantitative analysis, a rubric containing the following four criteria was adopted: content, language, duration, and illustration. The results showed a predominance of materials classified as excellent in relation to conceptual rigor (89.83%), linguistic clarity (72.88%), and adequacy of duration (64.41%). However, the illustrations showed greater variability, with 42.37% classified as excellent and 8.47% as poor. Thematic analysis revealed a strong predominance of introductory content and Mendelian genetics, with less frequent topics related to molecular genetics, population genetics, and biotechnology. It is concluded that YouTube has high potential as a complementary educational resource, but the content offered still lacks greater thematic diversity and alignment with the contemporary demands of scientific literacy.
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