Blended learning: uma visão geral sobre o êxito no ensino híbrido por meio de experiências internacionais

Abstract

In November 2018, the Brazilian Ministry of Education and Culture, when updating the National Curriculum Guidelines for Secondary Education, proposed inserting up to 20% of content in the Semi-Presential Teaching modality for students enrolled in the Daytime, 30% in the Evening and even at possibility of studying 80% of the formal content for students enrolled in the Youth and Adult Education system. This model known as Hybrid Teaching or Blended Learning seeks to unite traditional knowledge in favor of enhancing students' learning capacities with the use of technologies present in cyberspace. Unlike Distance Learning, where a large part of the interaction will take place in virtual environments, b-learning seeks to elevate learning with the use of digital tools, serving as a source of integration between Virtual Learning Environments and Classrooms. This research proposes a Systematic Bibliographic Review on the use of the teaching model by Blended-Learning, in the teaching of Natural Sciences (Biology, Physics and Chemistry) in High School around the world. This study deals with a Systematic Bibliographic Review, carried out with the aid of the StArt program, created by the Federal University of São Carlos, to analyze the data found. Among the proposals of this study, we sought to produce an adequate data survey on the most effective ways for the implementation and success in this teaching modality. with the description of strategies to encourage student participation and engagement, by exemplifying the main difficulties for students and tutors in this context, in addition to specific information on teacher training and the impact of this modality on student grades.