Ensino remoto em biologia: experienciando sequências didáticas no ensino médio.

Abstract

With the adherence to remote teaching, teaching biology has gone through several changes. Educators made adjustments to their teaching methods so that the learning process was not negatively affected. The aim of the present study was to promote better student learning in high school through the use of teaching sequences for the subject of biology. A study-action was performed. Questionnaires were first administered to the students and biology teacher addressing aspects related to remote teaching. Teaching sequences were then used with topics in biology in high school classes. A second questionnaire with open-ended and closed-ended questions was administered to the students and an interview was held with the educator on the use of teaching sequences in the remote context. Despite the difficulties imposed by remote teaching, the students considered the experience to be satisfactory for learning, whereas the educator found the experience unsatisfactory, as the lack of adequate resources impeded the development of dynamic, interactive classes. However, teaching sequences in the remote context and the use of digital technological resources proved favorable to significant learning in the opinions of both the students and educator. Thus, the use of diverse strategies in remote biology teaching contributed to a better learning process.