Estudantes durante o ensino remoto e o retorno presencial: percepções de aprendizagem e relações com a desinformação

Abstract

In the present study, we sought to analyze perceptions of high school students about teaching and learning during emergency remote teaching. We analyzed responses from 24 students in the 1st year of a state school to a questionnaire about remote teaching and returning to face-to-face classes. In addition, we conducted a discussion with the aim of understanding how these students understood science-related disinformation during the covid-19 pandemic. Our results indicate the difficulties in organizing students' study strategies during remote teaching, as well as the lack of structure and support at home for studies and the lack of organization of time for this. Most students indicated face-to-face teaching as something necessary and the perception that they are learning more with the post-isolation return. Aspects such as the presence of the teacher, socializing with colleagues and greater concentration were pointed out by students as determining factors in the more positive perception of face-to-face teaching. Finally, with regard to misinformation, we observed the mobilization of conceptual knowledge from science as a way of analyzing fake news. Despite this, there were also difficulties with conceptual content, which led to problems in analyzing the reliability of information.