Aplicação do método do ensino híbrido "rotação por estações" no estudo de biomoléculas no ensino médio

Abstract

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.