Evidence of Scientific Literacy Through Hybrid and Online Biology Inquiry-Based Learning Activities (Journal Pre-Proof)

• Caio Cotta Natale ^[1] ; Paula Seixas Mello ^[2] ; Silvia Luzia Frateschi Trivelato ^[3] ; Patricia Marzin-Janvier ^[4] ; Daniel Manzoni-de-Almeida ^[5]
  1. [1] Universidade Federal de Santa Catarina

     Universidade Federal de Santa Catarina

     Brasil

     
  2. [2] Universidade Tecnológica Federal do Paraná

     Universidade Tecnológica Federal do Paraná

     Brasil

     
  3. [3] Universidade de São Paulo

     Universidade de São Paulo

     Brasil

     
  4. [4] University of Western Brittany

     University of Western Brittany

     Arrondissement de Brest, Francia

     
  5. [5] Centro Universitário das Faculdades Metropolitanas Unidas

     Centro Universitário das Faculdades Metropolitanas Unidas

     Brasil

     

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• Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 11, Nº. Extra 0 (Special Issue: Implications of COVID-19 on Higher Education), 2021, págs. 33-50
• Idioma: inglés
• DOI: 10.18870/hlrc.v11i0.1199
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• Resumen

  • Objectives: To describe the implementation of a hybrid and an online active-learning-based science activity originally designed for face-to-face instruction. The goal was to verify if students used appropriate science practices while engaged in a problem solution through hybrid and fully online modalities. Epistemic practices are important markers of scientific literacy because they reflect ways of thinking and working that are similar to those performed by scientists.

    Methods: Numerical experimental data related to two topics of immunology were provided to students through virtual learning environments. The groups of students met on WhatsApp© mobile application to negotiate the construction reports containing graphs, discussion, and conclusion to the inquiry problem.

    Members of our research team coded and analyzed the reports for evidence of epistemic practices. The presence of epistemic practices in the students' writings is presented and discussed qualitatively in this paper.

    Results: Results show the emergence of epistemic practices in the written discourse of the students participating in online and hybrid modalities.

    Implication for theory and/or practice: Bringing examples from our experience teaching online and as pre-pandemic researchers allowed us to engage, inspire, and assist other teachers who are facing the challenges that the COVID-19 pandemic presents to science education.

    Conclusions: Findings suggest that it is possible to promote student engagement in scientific practices related to biology through online and hybrid instruction