Interfaces entre o ensino híbrido e o ensino de ciências na formação docente

Abstract

In the current educational scenario, there is the hybrid teaching called the training model through which face-to-face teaching activities are combined with others carried out at a distance and supported by information and communication technology (ICT). Its purpose is to contribute to achieving the desired educational goals based on the advantages offered by each environment. The learning process in this modality, developed by active methodologies, refer to integrative practices capable of transposing students from the traditional environment (classroom) to a place of decisionmaking, experimentation and significant practices. We aim to understand the teacher training format for hybrid teaching and its relationship with science education. 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. 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. The object of study is supported by authors such as: Christensen, Horn, Staker, Valente, Moran among others. Furthermore, the use of this practice provides the teacher with formative experiences, developing new skills and building other knowledge to improve their educational praxis.