Highlights the importance of hybrid teaching using the rotation by stations model to teach the content of reversible and irreversible transformations of the material axis and energy of the science content according to the BNCC (National Common Curriculum Base) for the fourth year of elementary school. Aiming to understand in what terms this teaching proposal contributes to teach this content, investigating the use of the hybrid teaching approach using the rotational model by seasons, to teach transformations in the initial years. The context of the research took place in a public school with a class of 4° year, where I elected seven subjects for analysis within the qualitative research, where I opted for a narrative modality, that is developed considering the narratives of the participants involved in the phenomenon investigated. The pedagogical mediation carried out by the teacher is pointed out as a driver of new reworkings according to the theme of study, another relevant point in the results was about collaborative work that proved to be a motivational factor for learning within the proposal of hybrid teaching using the rotational model by seasons, as well as the exemption of digital technologies, developing a digital literacy, consequently motivating students within the knowledge building process. Libâ-neo (2011), Prensky (2010), Roldão (2007), Santos and Schnetzler (1996), Zanon and Palharini (1995), Fontana and Cruz (1997) and Bacich, Tanzi Neto and Trevisani (2015). The analyses show that the station rotation model built and investigated shows that students participate, work in groups, build knowledge, develop different types of ac-tivities and explore various forms of learning, noting that each group and student learns at their own pace the content of transformation. Understanding the dimension of multiple learning processes, the fickle search for improvement of teaching, an understanding of their skills and the strengthening of each student’s progress.
|
