Abstract:

Combining the face-to-face and virtual modality in a hybrid environment is a didactic strategy that currently provides the development of knowledge and skills in educational institutions at all levels, allowing the creation of educational environments without space and time restrictions. The objective was to describe the use by teachers in the implementation of a virtual platform and ICT tools under a hybrid environment in the process of teaching and learning science in secondary education after the return to school due to the pandemic. It was developed under a quantitative, descriptive and field design approach. The sample consisted of 32 teachers who teach science in middle school, using a semi-structured questionnaire as a data collection technique. It was verified that after the pandemic, some teachers returned to their traditional practices and did not continue with the use of ICT devices, such as the virtual platform to support the teaching and learning processes of students in natural sciences, which does not favor the construction of hybrid learning environments, so it is necessary to work on a digital culture aimed mainly at teachers, since the use of ICT alone does not make a difference, but needs the teacher in terms of curricular organization and its mediation to promote science learning.

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