Formação de professores(as) de ciências e biologia na perspectiva do ensino híbrido: desafios e possibilidades

Abstract

The usage of educational Technologies enables enhancements and innovation in the teaching and learning processes. However, it is necessary to articulate the teaching strategies with the changes in educational methodologies, not being enough the use of such technologies without adequate planning. Blended learning combines the on-line teaching with in-person proposals, promoting a personalization of the learning experience. This research sought to analyze to what extent blended learning can contribute to the initial training of Science and Biology teachers, considering the utilization of educational technologies as pedagogical tools. An action-research with a qualitative approach was carried out, through an experimentation group and an on-line course on the theme, which were materialized in a training guide, the educational product of the research. The research was conducted with students from the Biological Sciences course at the Instituto Federal de Educação, Ciência e Tecnologia do Ceará, on the Acopiara campus. For data gathering, feedback was aimed at each formative moment and a questionnaire containing objective and discursive questions was used. The results obtained allow to infer that the students have shown comprehension about the blended learning format, although some of them have initially signaled they did not know about it. The aspects of usage and renewal of roles, practices, and methodologies were present in the data analysis categories, and technology is presented as a collaborative tool that should be used recurrently in the pedagogical practice related to the teaching of science and biology. The teacher training is presented as a necessity for the use of blended learning, enabling new forms of assessment with a focus on hybrid interactions. The experimentation group and the online course were important for the formation of the undergraduates, since they allowed the construction of practical paths for the utilization of technologies and blended learning in science and biology lessons, while the formative guide promoted the systematization of what was experienced at each moment, being this material very well received from the pedagogical point of view (systematization of subjects, approach, layout) by the students. It is reckoned that the articulations and dialogues woven throughout the training and the execution of the research have led the students to awaken new perspectives on the re-signification of pedagogical practice and the need for the renewal of teaching learning methodologies.