Planejamento, aplicação e avaliação de um minicurso piloto sobre modelos híbridos aplicados no ensino de Química-Ciências

Abstract

The potential of the application of hybrid models in Science/Chemistry classes as a pedagogical approach been widely explored in the literature. From this perspective, the objective of this work was to develop, apply and evaluate a specific mini-course on hybrid education, given the pandemic period. The target public of this activities were teachers from public schools and students members of the PIBID and RP programs (subproject Chemistry) from Campus I of UFPB. Initially, a literature review was carried out with the objective of investigating the scientific literature on hybrid models applied to Science teaching (Chemistry, Physics and Biology) in Brazil from 2017 to 2022. Google Scholar was used as a data source, and the qualitative analysis was applied to the results. Subsequently, a remote course entitled “Hybrid Models in Chemistry and Science Teaching: fundamentals and applications” was developed, using “Google Classroom” as a Virtual Learning Environment. This course was applied at first to the teachers from public schools, and then to the PIBID and RP students. The mini-course with workload of 6–8 hours presented four units: Blended Learning and classifications; the Flipped Classroom model; the Station Rotation model and Learning Assessment in a hybrid model. For each unit, a video lesson was produced. Questionnaires built with the Google Drive® tool were used as data collection instruments. As a mini-course activity, participants were asked to prepare and send lesson plans using the Inverted Classroom and Station Rotation models in Chemistry/Science teaching. Finally, we made available to the research participants the E-book produced on the theme of hybrid models. The results of this research showed the active participation of most of the course participants, in addition to arouse a greater interest in the subject after the course. With regard to the mini-course, all participants evaluated that the proposal met the learning needs on the subject and made them develop the ability to critically reflect on the contents covered. In terms of duration, some participants considered the time to be short to successfully complete all activities, indicating that the participants feel the need to reflect and learn more about the subject of blended learning. One of the participants suggested a synchronous class in which course participants could share their proposals for active methodologies with other, through brief presentations. Regarding the materials available, the participants were unanimous in agreeing that the language used in the teaching materials was easy to understand and the visual presentation of the teaching material facilitated the understanding of the content.