Blended teaching in Biology classes: a systematic literature review

Abstract

Blended learning seeks to integrate traditional teaching with the possibilities offered by information and communication technologies promoting more personalized learning adapted to the individual students’ needs. Since the covid-19 pandemic, blended learning is increasingly appearing in the school routine, as it is a viable and an effective pedagogical tool in the teaching and learning processes. Thus, the aforementioned work proposes to develop a systematic literature review about the contributions of blended teaching in Biology classes, in order to outline an overview of this topic and characterize its particularities. The investigative corpus comes from primary studies published between 2012 and 2022 in national and international journals. For the elaboration of this project, search protocols and research questions were defined in four different databases and subsequently analyzed, resulting in ten selected works. With the investigation of the studies, it was concluded that researches whose main focus was High School, being mainly focused on contents related to the Sexual System, Ecology, Parasites and Embryology. The flipped classroom was the most used blended methodology in the construction of new knowledge and the questionnaires were the most used evaluation instruments.