Aplicação do método do ensino híbrido "rotação por estações" no estudo de biomoléculas no ensino médio
This work consists of the elaboration, application and evaluation of a sequence of chemistry classes for secondary education on Biomolecules (Proteins, Lipids and Carbohydrates) through the Station Rotation method. It consists of an active methodology located in the hybrid teaching area, where di...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/52135 |
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| Resumo: | This work consists of the elaboration, application and evaluation of a sequence of
chemistry classes for secondary education on Biomolecules (Proteins, Lipids and
Carbohydrates) through the Station Rotation method. It consists of an active
methodology located in the hybrid teaching area, where different activities are available
at stations simultaneously, each one addressing a different theme, but related to the
others, so that they are interdependent, thus not having a obligatory sequence to
realization. Through this, we intend to answer the following research question: What
are the potentialities and limitations that the hybrid teaching and the Station Rotation
Method propose for the learning of Biomolecules: Carbohydrates, Lipids and Proteins
to the students of the Teaching Chemistry discipline Average? The research developed
was of a qualitative type, placing the researcher as the subject who promotes the action
to solve a problem. The methodology consisted of applying a sequence of 07 classes
and the data were obtained through 02 questionnaires and videos produced by the
students. Based on the assumptions of Bardin's Content Analysis, from the collected
data it was possible to infer that there was a learning evolution, when comparing the
initial and final questionnaires. This implies that the didactic intervention, to a certain
extent, contributed to students expanding and approaching scientifically accepted
ideas. In addition, we highlight that the didactic sequence developed motivation in the
students, since at each stage the participants sought to overcome the difficulties
imposed by the COVID-19 pandemic. Additionally, the research contributed to the
elaboration of an educational product of the didactic manual type with the objective of
facilitating the teaching and learning process, even more, in a period in which new
technologies are commonplace, both inside and outside the school. |
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