O ENSINO HÍBRIDO COMO ESTRATÉGIA PARA MELHORIA DA COMPREENSÃO DE ISOMERIA GEOMÉTRICA NA EDUCAÇÃO BÁSICA

Abstract

Teaching and learning geometric isomerism have posed significant challenges in high school education, mainly due to the abstract nature of this topic and the need to understand two-dimensional representations of three-dimensional molecular structures. This research aims to investigate and analyze the potential of Blended Learning in the teaching and learning of this content. The instructional approach was implemented with second-year students enrolled in an integrated Technical High School program at a public institution, using the Flipped Classroom and Station Rotation submodels. In the Flipped Classroom phase, students watched a video lecture on the topic, and their engagement was monitored using the Edpuzzle application. Initial difficulties were identified regarding students’ adherence to the Flipped Classroom model, likely because they were not accustomed to this instructional strategy, which required an adaptation period. In the Station Rotation phase, an activity incorporating augmented reality was implemented using the “Isomérie Z/E – Mirage” application (Station 1). Subsequently, students completed an assessment questionnaire to evaluate learning outcomes (Station 2). The findings indicated that Blended Learning contributed positively to students’ understanding of geometric isomerism and promoted more active and autonomous participation in the construction their own knowledge.