Análise de um guia didático virtual de metodologias ativas e recursos digitais: contribuições na formação docente

Abstract

The teaching professional needs constant training due to new teaching and learning methodologies and the technological advances and resources that are constantly presented in the profession. In addition, it is necessary that teacher training takes place in a theoretical and practical way, so that the teacher can learn didactic ways of teaching and use of methodologies that combine technological resources as pedagogical tools. In view of the above, this research had the general objective of investigation the contributions that a Didactic Guide: "Learn step-by-step how to prepare an inverted class using a WebQuest" can provide in the process of initial and continuing education of high school teachers in designing your lesson plan. In the qualitative approach, of a basic, descriptive nature, the research was characterized as field research. The research participants were 6 academics from a degree course in Chemistry ata a Federal Technological University of Paraná, members of the Institutional Scholarship Program for Teaching Initiation (PIBID), a teacher of Basic Education and 27 high school students. For data collection, the Didactic Guide was prepared and its validation took place through an online mini-course via Google Classroom. The WebQuest educational product of the mini-course, was applied by the supervising teacher and Pibidianos to the students of a School of the State Education Network in the state of Paraná. Their perception in relation to the learning of high school students in view of the WebQuest proposal was also analyzed. In view of the results, it was possible to conclude which were the contributions tha the Didactic Guide presented in the process of initial and continuing teacher training and, also, if this material is easy to access and understand for initial, continuing and teacher self-training. The WebQuest associated with the flipped class allowed us to evaluate the collaboration that this material provide in the students’ learning. When evaluated as a teaching and learning instrument, it showed the students’ interest and their participation in the teaching learning process.