Sala de aula híbrida: uma experiência com alunos do ensino fundamental

Abstract

The motivation of the K6 to K9 students to demands didactic situations that accompany the speed of informations transmitted in an attractive way, generating positive impact on the school performance. In this context, the general goal of this study was to evaluate the motivation of elementary school students from a public school who underwent educational intervention based on the mixed method of teaching Science called "interactive classroom". It is analmost-experimental, cross-cut, descriptive research and the technique used for data collection was the application of self-filling questionnaires. After the conclusion of the teaching method implementation, the MSLQ Motivated Strategies for Learning Questionnaire was applied to two different groups of participants. Group 1 was consisted of 59 students who underwent the educational intervention and the questionnaire was applied in July 2016. Group 2 was composed of 59 students who did not undergo the educational intervention and the questionnaire was applied in May 2017. Both groups were composed of students from the 6th, 7th and 8th grades of elementary school II. The study scenario was the school Centro Integrado de Educação Pública - CIEP Brizolão306 Deputado David Quinderê from the state of Rio de Janeiro. The data processing was done by means of statistical analysis by the use of the programs Excel and Software Statistical Package for the Social Sciences version 21.0. The "interactive classroom" model consists of face-to-face classes and activities in the virtual learning environment. Twenty teaching plans were built regarding this methodology as an educational product. The sample was constituted by 118 students aged 11 to 17 years-old. The results showed that there was a statistically significant difference in the mean values of motivation of groups 1 and 2, respectively, from the dimensions: orientation for intrinsic goals (p = 0.023, p = 0.008), self-efficacy for learning (p <0.001; <0.001) and activity valorization (p <0.001; p <0.001) among the different levels of elementary school series II. The participants who underwent educational intervention obtained higher mean values of motivation for orientation to intrinsic goals (P <0.001), orientation to extrinsic goals (p <0.001), activity valorization (p <0.001), learning control (p <0.001) and learning self-efficacy (p <0.001) in relation to participants who did not undergo educational intervention. It is concluded that the teaching method "interactive classroom" has proved to be an innovative approach and able to raise the average levels of scores of motivational dimensions in students in the studied context during Science teaching.