Patterns of discursive interactions between students and teachers in the biology learning process in High school: the use of social media

Increasingly, blending teaching has become a reality in a generation where the digital language is present in virtually every activity. In addition to allowing greater independence and encouraging students to learn at their own pace, blending teaching allows the student to easily access reliable information quickly. Therefore, new studies related to active learning methodology are fundamental. In this study we analyzed 69 interactions between high school students and their teachers in a biology learning activity using a social networking site and the methodology proposed by Mortimer and Scott. The results showed that the prior knowledge of students as well as questions posing challenges and problems to be solved, a very important approach in learning Science Methodology, were barely explored by teachers and mediators (17% and 1%, respectively). Our data demonstrated that the use of digital technology alone does not guarantee interactions that contribute to the learning process in the field of natural sciences. Proposals were also discussed so that these interactions become more diversified and interesting for students, arousing interest in research and promoting the knowledge of scientific methodology.