<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000401325</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ds03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inteligência Artificial em Contextos Restritos de Recursos: uma revisão no ensino de ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[Artificial Intelligence in Resource-Constrained Environments: a review in science education]]></article-title>
<article-title xml:lang="es"><![CDATA[Inteligencia artificial en contextos de recursos limitados: una revisión en la enseñanza de las ciencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Claudino]]></surname>
<given-names><![CDATA[Osmundo Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dermeval]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>83</numero>
<fpage>1325</fpage>
<lpage>1344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401325&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Técnicas de Inteligência Artificial na Educação (IAED) impactam processos de ensino-aprendizagem nos diversos domínios do conhecimento. Assim, este artigo de revisão focaliza implicações do uso da IA no ensino de Ciências, considerando os problemas da baixa proficiência científica e da baixa conectividade, que marcam o contexto educacional brasileiro. Tais implicações são analisadas a partir das seguintes questões de pesquisa: (QP1) Quais as implicações do uso de Sistemas Tutores Inteligentes (STIs), que utilizam técnicas de IA, no ensino de Ciências da Educação Básica? (QP2) Quais as contribuições do uso de IA na capacitação de professores de ciências? (QP3) Quais as contribuições do uso de técnicas de IA Desplugada no ensino de Ciências, em nível da Educação Básica? De uma Revisão Sistemática da Literatura em cinco bases de dados (ACM Library; Science Direct; ISI Web of Science; Scopus; SpringerLink) resultaram sete estudos primários, focalizando o (1) desenvolvimento de habilidades cognitivas e procedimentais; (2) apoio à formação de professores em serviço; e (3) provimento de feedback unplugged a professores e estudantes. Nossa RSL elucidou implicações significativas, não se limitando ao uso da IA Desplugada, dado que nenhum dos estudos reportou contribuições na Educação Básica, reiterando uma lacuna da pesquisa em ensino de Ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Artificial Intelligence in Education (IAED) techniques impact teaching and learning processes in various fields of knowledge. Thus, this review article focuses on the implications of using AI in science teaching, considering the problems of low scientific proficiency and poor connectivity that characterise the Brazilian educational context. These implications are analysed based on the following research questions: (QP1) What are the implications of using Intelligent Tutor Systems (ITSs), which use AI techniques, in the teaching of Science in Basic Education? (QP2) What are the contributions of using AI in the training of science teachers? (QP3) What are the contributions of using Unplugged AI techniques in the teaching of Science in Basic Education? A Systematic Literature Review in five databases (ACM Library; Science Direct; ISI Web of Science; Scopus; SpringerLink) yielded seven primary studies, focussing on (1) developing cognitive and procedural skills; (2) supporting in-service teacher training; and (3) providing unplugged feedback to teachers and students. Our RSL elucidated significant implications, not limited to the use of Unplugged AI, given that none of the studies reported contributions in Basic Education, reiterating a gap in science teaching research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las técnicas de Inteligencia Artificial en Educación (IAED) impactan los procesos de enseñanza y aprendizaje en varios campos del conocimiento. Así, este artículo de revisión se centra en las implicaciones del uso de IA en la enseñanza de las ciencias, considerando los problemas de baja competencia científica y mala conectividad que caracterizan el contexto educativo brasileño. Estas implicaciones se analizan con base en las siguientes preguntas de investigación: (QP1) ¿Cuáles son las implicaciones del uso de Sistemas Tutores Inteligentes (ITS), que utilizan técnicas de IA, en la enseñanza de Ciencias en Educación Básica? (QP2) ¿Cuáles son las contribuciones del uso de IA en la formación de profesores de ciencias? (QP3) ¿Cuáles son las contribuciones del uso de técnicas de IA Unplugged en la enseñanza de Ciencias en Educación Básica? Una Revisión Sistemática de la Literatura en cinco bases de datos (ACM Library; Science Direct; ISI Web of Science; Scopus; SpringerLink) arrojó siete estudios primarios, centrados en (1) el desarrollo de habilidades cognitivas y procedimentales; (2) el apoyo a la formación docente en servicio; y (3) la provisión de retroalimentación desenchufada a profesores y estudiantes. Nuestro RSL dilucidó implicaciones significativas, no limitadas al uso de IA desconectada, dado que ninguno de los estudios informó contribuciones en Educación Básica, lo que reitera una brecha en la investigación sobre la enseñanza de las ciencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AI Unplugged]]></kwd>
<kwd lng="pt"><![CDATA[ITS]]></kwd>
<kwd lng="pt"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="pt"><![CDATA[Proficiency in sciences.]]></kwd>
<kwd lng="en"><![CDATA[AI Unplugged]]></kwd>
<kwd lng="en"><![CDATA[ITS]]></kwd>
<kwd lng="en"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[Proficiency in sciences.]]></kwd>
<kwd lng="es"><![CDATA[AI Unplugged]]></kwd>
<kwd lng="es"><![CDATA[ITS]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización científica]]></kwd>
<kwd lng="es"><![CDATA[Competencia en ciencias.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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