International Panorama of Blended Learning in Science Education: a Systematic Review
DOI :
https://doi.org/10.54343/reiec.v17i2.350Résumé
Recently studies of technology on science education is mainly related to innovative environments and Blended Learning, combined models of online and face-to-face instruction. Therefore, the Systematics Literature Reviews are tools that provides detailed surveys and discussions methodologicals before their implementation. We carry out an sistematic review through the Parsifal® platform, a website with pre-defined operations. Were analyzed studies published in IEEE Xplore Digital Library, SciELO, Scopus and Springer Link, allowing the identification of 1996 studies, 79 selected according to the inclusion and exclusion criteria of our research. The findings presented specific contents in Virtual Learning Environment, Learning Management System, methodologies not originally used in Blended Learning were also incorporated, with predominance of quantitative analyzes and few reflections on theoretical-methodological aspects. Therefore, the motivation and the reports of the subjects involved in the actions were little considered when using the tools.
Téléchargements
Références
Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77-91.
Bassani, P. B. S., & Behar, P. A. (2006). Análise das interações em ambientes virtuais de aprendizagem: uma possibilidade para avaliação da aprendizagem em EAD. RENOTE: revista novas tecnologias na educação. Porto Alegre, RS.
Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. John Wiley & Sons.
Biembengut, M. S. Mapeamento na pesquisa educacional. Rio de Janeiro: Ciência Moderna, 2008.
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S., Al-Freih, M., Pete, J., Olcott, D., Jr., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V., Jr., Roberts, J., Pazurek, A., Raffaghelli, J., Panagiotou, N., de Co€etlogon, P., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE), 4(1), 68-92.
Diesel, A., Baldez, A. L. S., & Martins, S. N. (2017). Os princípios das metodologias ativas de ensino: uma abordagem teórica. Revista Thema, 14(1), 268-288.
Dillenbourg, P., Mendelsohn, P., & Jermann, P. (1999). Why spatial metaphors are relevant to virtual campuses. Learning and instruction in multiple contexts and settings. Bulletins of the Faculty of Education, 73, 61-71.
Dillenbourg, P., Schneider, D., & Synteta, P. (2002, September). Virtual learning environments. In Proceedings of the 3rd Hellenic conference information & communication technologies in education (pp. 3-18). Rhodes, Greece: Archive Ouverte HAL.
Dougiamas, M., & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. In EdMedia+ innovate learning (pp. 171-178). Association for the Advancement of Computing in Education (AACE)..
Graham, Charles R. Blended learning systems. In: The handbook of blended learning: Global perspectives, Local designs, v. 1, p. 3-21, 2006.
Grant, M.; Booth, A. A typology of reviews: na analysis of 14 review types and associated methodologies. Revista Health Information & Libraries, v. 26, n. 2, p. 91-108, 2009.
Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20-34.
Heck, C., dos Santos Coelho, K., Simão, J. P. S., da Silva, I. N., da Silva, J. B., & Bilessimo, S. M. S. (2016). Experienência de Integração da Experimentação Remota No Ensino de Física do Ensino Médio: Percepção dos Alunos. RENOTE, 14(2).
Horn, M. B.; Staker, H. Blended. Usando a inovação disruptiva para aprimorar a educação. Porto Alegre: Penso, 2015. 292 p.
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional development in education, 37(2), 177-179.
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering, EBSE Technical Report.
Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a learning environment in promoting conceptual understanding for secondary school students. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 11-21.
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.
Saito, E., & Atencio, M. (2013). A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning. Teaching and Teacher Education, 31, 87–95. https://doi.org/10.1016/j.tate.2013.01.001
Sampaio, R. F., & Mancini, M. C. (2007). Estudos de revisão sistemática: um guia para síntese criteriosa da evidência científica. Brazilian Journal of Physical Therapy, 11, 83-89.
Sever, I., Öncül, B., & Ersoy, A. (2019). Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates. Universal Journal of Educational Research, 7(2), 521-535.
Silva, M.H.A.; Perez, I. L. Docência no ensino superior. Curitiba: IESDE Brasil, 2012.
Sintema, E. J. (2020). Efect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–6. https:// doi.org/10.29333/ejmste/7893
Staker, Heather; Horn, Michael B. Classifying K-12 blended learning. Innosight institute, 2012.
Suyatna, A., Viyanti, V., & Rosidin, U. (2020). Optimizing Computer-Based Hots Instruments: An Analysis of Test Items, Stimulus, and Quiz Setting Based on Physics Teachers' Perceptions. Universal Journal of Educational Research, 8(3D), 97-105.
Tori, R. Educação sem Distância: As Tecnologias Interativas na Redução de Distâncias em Ensino e Aprendizagem. 2. ed. São Paulo: Artesanato Educacional, 2017.
Téléchargements
Publiée
Numéro
Rubrique
Licence
(c) Tous droits réservés Thomaz da Silva Guerreiro Botelho 2022
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
Derechos de autor Revista Electrónica de Investigación en Educación en Ciencias
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Todo el trabajo debe ser original e inédito. La presentación de un artículo para publicación implica que el autor ha dado su consentimiento para que el artículo se reproduzca en cualquier momento y en cualquier forma que la Revista Electrónica de Investigación en Educación en Ciencias considere apropiada. Los artículos son responsabilidad exclusiva de los autores y no necesariamente representan la opinión de la revista, ni de su editor. La recepción de un artículo no implicará ningún compromiso de la Revista Electrónica de Investigación en Educación en Ciencias para su publicación. Sin embargo, de ser aceptado los autores cederán sus derechos patrimoniales a la Universidad Nacional del Centro de la Provincia de Buenos Aires para los fines pertinentes de reproducción, edición, distribución, exhibición y comunicación en Argentina y fuera de este país por medios impresos, electrónicos, CD ROM, Internet o cualquier otro medio conocido o por conocer. Los asuntos legales que puedan surgir luego de la publicación de los materiales en la revista son responsabilidad total de los autores. Cualquier artículo de esta revista se puede usar y citar siempre que se haga referencia a él correctamente.
