Análise em anais do ENPEC/ENEQ sobre a temática de ensino híbrido com foco nos níveis do conhecimento químico

Abstract

The present work aims to investigate in scientific publications whether Blended Learning in the teaching of Chemistry/Science uses the representational levels of Johnstone and Mahaffy. The method consists of an integrative literature review of studies published in the proceedings of two national events focused on the Teaching of Chemistry/Science, ENEQ and ENPEC. The digital collection consulted totaled 13,389 published papers, in the time frame from 2011 to 2021, of which 4,520 in ENEQs and 8,869 in ENPECs. Eighteen publications related to the research topic were pre-selected and, after reading the titles, keywords and abstracts, 15 studies were identified and included in this review. The qualitative data analysis was performed using IRAMUTEQ, by means of word cloud and similarity tree analysis. The selected publications were then read in their entirety. Through a qualitative approach, it was found that the application of the Flipped Classroom and Station Rotation methodologies in the teaching of Chemistry/Science was positive, however, the studies analyzed on the hybrid teaching model showed no explicit relationship with the levels of chemical understanding proposed by Johnstone and Mahaffy. The panorama outlined demonstrates the need for a modification in the way of teaching and learning Chemistry/Science, considering the demands presented in the context of blended learning in light of Johnstone's triangle and Mahaffy's tetrahedron. This work contributes to the teaching of Chemistry/Science by presenting an integrative literature review and using robust methodology and analysis techniques.