Hybrid education experience report: how do high school chemistry students view video lessons?

ABSTRACT

The selection of digital content can be an ally in the teaching-learning process of Chemistry, as the sources chosen by students are not always reliable. In addition, it is common for teachers to report that they do not have time for this. The present work is an experience report on the use of an active methodology in the hybrid teaching of Chemistry in a high school class enrolled at the Joaquim Ramos School of Basic Education in 2019. The objective was to verify the hypothesis that the selected video classes could enrich students' learning outside the classroom. Therefore, Chemistry video classes were selected and indicated so that 15 students enrolled in the 1st year of High School could attend them before the face-to-face class. Pre- and post-living questionnaires of the inverted class were applied and from the answers of the questionnaires applied to the students it was concluded that most of the research subjects felt a positive learning experience. As this work was carried out before the outbreak of COVID-19, it offers a broader consideration of the relevant challenges that arise when using active methodologies, especially in high school, serving as an incentive for the dissemination of hybrid education in the face of the current situation education.