Ensino híbrido e ensino de ciências interfaces na formação docente

Abstract

It is a qualitative research, in exploratory mode, developed from current productions in the area and application of a questionnaire on the subject with science teachers. We aim to understand the teacher training format for hybrid teaching and its relationship with science education. The results reveal that teaching practices from the perspective of active methodologies provide students with motivation and curiosity about scientific knowledge, enhancing their engagement in tasks. Furthermore, the use of this practice provides formative experiences for the teacher, developing new skills and building other knowledge to improve their practice by challenging themselves using another/new pedagogical approach aimed at the student at the center of this process.