Patterns of discursive interactions between students and teachers in the biology learning process in High school: the use of social media

Abstract

20Increasingly, blending teaching has become a reality in a generation where the digital language is 21 present in virtually every activity. In addition to allowing greater independence and encouraging 22 students to learn at their own pace, blending teaching allows the student to easily access reliable 23 information quickly. Therefore, new studies related to active learning methodology are fundamental. 24 In this study we analyzed 69 interactions between high school students and their teachers in a biology 25 learning activity using a social networking site and the methodology proposed by Mortimer and Scott. 26 The results showed that the prior knowledge of students as well as questions posing challenges and 27 problems to be solved, a very important approach in learning Science Methodology, were barely 28 explored by teachers and mediators (17% and 1%, respectively). Our data demonstrated that the use 29 of digital technology alone does not guarantee interactions that contribute to the learning process in 30 the field of natural sciences. Proposals were also discussed so that these interactions become more 31 diversified and interesting for students, arousing interest in research and promoting the knowledge 32 of scientific methodology. 33 42 billion users worldwide, with 127 million in Brazil, according to data from the site itself. Therefore, 43 the Internet needs to be considered when thinking about Brazilian education, and specifically, the use 44 of social media, such as Facebook ® , can be of great value in the development of educational activities. 45Regarding this matter, there is a methodology known as Blending Teaching, which mixes 46 traditional classes with the use of virtual environment. In this teaching approach, the main focus 47