Potencializando o aprendizado de máquinas simples: uma abordagem híbrida de rotação por estações

Abstract

The Covid-19 pandemic highlighted a reality that was known by everyone and ignored by many: the need for new approaches for an audience that can no longer concentrate and learn through traditional teaching methods. Given this, it becomes urgent and necessary for teachers to incorporate new methodologies into their pedagogical practices. Thus, the present work sought to investigate the use of the Active Methodology (AM) of Rotation by Stations associated with Information and Communication Technologies (ICT) in teaching Science in the final years of Elementary School, based on a didactic proposal developed for the Simple Machines content, in a 7th year class at a private school in the city of Campina Grande – PB. This research is applied in nature, and has a qualitative approach, which involves the insertion of the researcher into the research context. It has an explanatory nature, aiming to identify the factors that determine or contribute to the occurrence of events. As for the technical procedure, we adopted the action research approach, which involves researchers and participants in solving collective problems, with the purpose of improving concrete practices and providing information to guide decisions in programs, processes and structural reforms. We held, in total, ten meetings interspersed between theoretical, dialogued and practical classes, in which we used the hybrid proposal of rotation by stations. At the stations, we used a wide variety of models built with low-cost materials, ICT, and activities that provided students with a maker class experience, aiming to bring enchantment and allowing teamwork. Data collection occurred through observation, administered questionnaires and the use of the Plickers application. The results provided us with valuable insights into how the Active Station Rotation Methodology, combined with ICT, proved to be a fantastic strategy for students to carry out experiments, promoting more participatory learning, allowing them to develop their own conclusions about the content, with the teacher being the mediator of this process.