Perceptions and Contributions of Active Methodologies in Remote Teaching of Biochemistry
DOI:
https://doi.org/10.14571/brajets.v18.n1.187-200Keywords:
remote teaching, active methodologies, biochemistry, teaching, learningAbstract
The present study focused on the possibilities of including active methodologies during the remote teaching of general biochemistry at the Federal University of Santa Maria. Three active learning strategies were incorporated into general biochemistry classes: use of the Jamboard® platform, Peer Instruction and gamification. This study analyzes the effect that remote classes with active methodologies have on the motivation and learning of general biochemistry students during the covid-19 pandemic. There was an increase in students' interest and motivation in relation to the discipline of biochemistry, in addition to greater engagement with the contents and interaction in synchronous classes. The gamification proposal was the one that most pleased the students. It was not possible to observe a significant increase in the learning of biochemistry contents, however the proposed activities contributed to the revision of the contents. The use of active methodologies in remote teaching proved to be a positive strategy for better acceptance and interest in the discipline of biochemistry
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