Blended hands-on teaching: learning with more active students

Abstract

Blended learning has been described since the early 2000s as a combination of face-to-face and online educational activities. However, the focus of online activities, is centered on the use of videos that the teacher makes available and/or digital materials that the student finds on the internet. The question to be discussed is: how blended learning can create opportunities  for the construction of knowledge? This article aims to present and discuss the hands-on approach of hybrid teaching, which incorporates the development of a product into the blended learning models. In addition to the product built by the student, the proposal emphasizes activities such as curation, reflection on the product built and conceptual deep dives. The methodology is based on documentary and bibliographic research, as well as on data collected in the participation of the live FuturED – LiveZAÇO Maker. The analysis of the articles and the collected data allow to conclude that merely creating a product does not necessarily indicate that the student has built knowledge based on this construction. Thus, curatorship, reflection and deep dives are fundamental to assist the student in the process of building conceptual knowledge based on hands-on activities.