Ensino híbrido em foco: estratégias para o ensino de funções orgânicas oxigenadas
The education of the 21st century has changed due to the use of methodologies that, together with digital technologies, contribute to the teaching improvement. Even with so many changes, the Chemistry learning process is still a challenge faced by the teachers and students. Blended Learning is a...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27857 |
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| Resumo: | The education of the 21st century has changed due to the use of methodologies that,
together with digital technologies, contribute to the teaching improvement. Even with so many
changes, the Chemistry learning process is still a challenge faced by the teachers and students.
Blended Learning is a methodological trend where teaching is presented online and face-toface, integrating the ICDT’s to obtain a better participation of the students in classes. This work
shows how to develop a module of classes focused on the teaching of oxygenated organic
functions, using the Blended Learning model, combined with a variety of strategies, such as
flipped learning, peer instruction and digital tools. The study was carried out in a class of the
3
rd grade of a State Public High School in the city of Mataraca-PB. The participative
observation was applied as a qualitative research methodology to examine and analyze the
behavior and performance, resulting from students' engagement and impressions with the
presented strategy, in order to deeply understand the results. Google Classroom was used to
make students develop previous studies of learned content through self-recorded video classes,
hosted on YouTubeTM and of several classroom activities, collaborating through group learning.
In the face-to-face moment, the activities were crosswords, questionnaires with application
exercises and molecules builder. Besides, other two apps were used: Plickers was employed to
guide the peer instruction and Socrative, to review the contents given in class. As a result of
these activities, student discussions about oxygenated organic functional groups determination
and classification and its several applications became much more independent of the teacher,
and they shared their own learning methods of the studied content and contributed together for
building knowledge. Through online classes and classroom exercises, using ICDT’s, the
students were able to respond positively the Blended Learning model, with flipped learning and
peer instruction, showing that this can be a strategy, which allied to teaching, allows students
to create spaces for interaction and understanding of the assigned contents in a more
independent and active way. They got motivated to enrich the face-to-face moments with
interchanges of knowledge and experiences. Thus, teaching barriers can be broken to provide
the needs of a connected generation. The generated educational product is designed for High
School teachers, formatted as an instruction’s manual that assists them to develop these set of
activities. |
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