Institute of Biomedical Sciences, University of São Paulo, São Paulo, Brazil.
Federal Institute of São Paulo, Campus Sorocaba, São Paulo, Brazil.
PLoS One. 2021 Nov 24;16(11):e0248906. doi: 10.1371/journal.pone.0248906. eCollection 2021.
The Internet has changed the way teachers and students access information and build knowledge. The recent COVID-19 pandemic has created challenges for both teachers and students and a demand for new methodologies of remote learning. In the life sciences, mixing online content with practical activities represents an even greater challenge. In microbiology, the implementation of an active teaching methodology, the #Adopt project, based on the social network Facebook®, represents an excellent option for connecting remote education with classroom activities. In 2020, the version applied in high school, "Adopt a Microorganism", was adapted to meet the demands of emergency remote education owing to the suppression of face-to-face activities caused by the pandemic. In the present study, we assessed how the change in methodology impacted the discourse richness of students from high school integrated with technical education in the Business Administration program of the Federal Institute of São Paulo, Sorocaba Campus. Three questionnaires related to the groups of microorganisms (Archaea, Bacteria, Virus, Fungi, and Protozoan) were applied. The students' responses in the 2019 and 2020 classes were compared concerning content richness and multiplicity of concepts through the application of the Shannon diversity index, an approach that is generally used to assess biodiversity in different environments. The observed results suggest that remote learning provided students with a conceptual basis and richness of content equivalent to that achieved by students subjected to the hybrid teaching model. In conclusion, this study suggests that the #Adopt project methodology increases students' discourse richness in microbiology even without face-to-face traditional classes.
互联网改变了教师和学生获取信息和构建知识的方式。最近的 COVID-19 大流行给教师和学生带来了挑战，也需要新的远程学习方法。在生命科学中，将在线内容与实践活动相结合代表着更大的挑战。在微生物学中，基于社交网络 Facebook®实施一种主动教学方法，即#Adopt 项目，是将远程教育与课堂活动联系起来的绝佳选择。2020 年，由于大流行导致面对面活动受到抑制，该项目在高中应用的版本“Adopt a Microorganism”进行了调整，以满足紧急远程教育的需求。在本研究中，我们评估了教学方法的改变如何影响联邦圣保罗州立大学索罗卡巴校区工商管理专业技术教育综合高中学生的话语丰富度。应用了三个与微生物群（古细菌、细菌、病毒、真菌和原生动物）相关的问卷。通过应用香农多样性指数比较了 2019 年和 2020 年班级学生在内容丰富度和概念多样性方面的回答，这是一种通常用于评估不同环境中生物多样性的方法。观察到的结果表明，远程学习为学生提供了与混合教学模式下学生相当的概念基础和内容丰富度。总之，本研究表明，即使没有传统的面对面课程，#Adopt 项目方法也能提高学生在微生物学方面的话语丰富度。
