Ensino híbrido gamificado : o modelo de rotação por estações no ensino da radioatividade

Abstract

Active methodologies applied to the teaching of Chemistry are strategies aimed at taking students in this area of knowledge to an active posture in the learning process. In this sense, with the objective of investigating the application of the station rotation model based on active technological learning in the teaching of radioactivity, this research developed a survey of information that provided theoretical support on active methodologies, station rotation and gamification. With this information in hand, we built a didactic manual that was applied to a group of 25 volunteer students from the city of Campo Alegre - AL. The application allowed to evaluate intrinsic aspects, observed by the teacher, when using the manual. The results obtained were evaluated qualitatively, with emphasis on the contributions observed during the application of the textbook. In addition, the results indicate a change in the students' posture (from passive to active) during the activity. In this context, it was possible to perceive the different contributions of active methodologies, active technological learning, hybrid teaching and gamification in the teaching of radioactivity. Finally, it is believed that the use of the didactic manual (educational product) built in this research, will contribute to the process of teaching and learning content involving chemistry, especially radioactivity, in high school.