Ensino Híbrido de Física utilizando o MOODLE: um estudo sobre as contribuições educacionais no Ensino Médio

Abstract

The present research, of quantitative nature, is an experimental-documentary research whose objective was to study the impact of the use of the blended learning methodology in a group of students of the second year of High School of the Federal Institute of Education Science and Technology of São Paulo-IFSP, Campus Jacareí in the discipline of Physics. For that, a Virtual Learning Environment (AVA) was developed, using the MOODLE software, which made available to the students of the investigated class different resources and activities that could be accessed through a computer connected to the Internet. Among these resources and activities we can mention: texts, videos, simulations, lessons, solved exercises, demonstrations of experiments, lists of exercises with immediate feedback and forums. The intention was to evaluate if the integration between classroom and online education, making the educational action more personalized, would be more effective for students' learning than the traditional teaching practices anchored in the expository methodology. In order to evaluate the educational impact of the methodology used, we compared the students' performance by means of the final average of the first two months of the 2018 school year with the results obtained by the same group when they were submitted to the traditional teaching methodology during the first two months of the previous year. We also analyzed the students' interaction with the MOODLE AVA to verify if the students who interacted the most with the available resources were the ones that obtained the best performance. The data were treated statistically by the t-student and Pearson coefficient tests and point to the existence of significant evidence of contribution of the Hybrid Teaching methodology, not only in the cognitive domain but also in the affective domain, leading students to a higher motivation and autonomy.

Ensino híbrido: uma proposta para a abordagem das Leis de Kepler no Ensino Médio

“…Esta discussão foi intensificada com uso da tecnologia na EaD que, por meio de recursos online, promoveu novas formas de aprendizagem e ampliou o acesso à educação (TORI, 2002;MORAN, 2002). Esta mistura vem sendo praticada nos cursos do ensino superior com a expansão de cursos semipresenciais (JUNIOR e CAVALCANTE, 2017), mas algumas escolas e professores da educação básica têm aplicado o ensino híbrido durante as aulas regulares (ALMEIDA, 2015;MOLINA, 2016;PEREIRA, 2017;DA SILVA, 2017;CASAGRANDE, 2018;MOURA, 2018).…”