Sala de aula invertida: uma abordagem metodológica para o ensino de biologia

Abstract

The work aimed to analyze the use of the inverted classroom methodology, verifying the effectiveness of active pedagogical tools as a basis for meaningful learning. It took as reference the studies by Moran (2015), Pavanelo and Lima (2017), Valente (2014) among others. It is a research with quali-quantitative approach. The study involved 25 students from the 1st grade of a public high school in the city of Boca do Acre / Am. For the data collection it was initially applied a questionnaire about the use of Digital Technologies of Communication and Education (TDICs). for the teaching of biology; conducting a didactic sequence, using the Inverted Classroom methodology and, finally, applying a final questionnaire about the experience with the Inverted Classroom methodology. After that, we conclude that the methodology used promoted a constructive and collaborative learning, allowing the students to act in all learning process built along the proposed activities. For this reason, new technology-aligned methodologies promote students' learning autonomy and develop cognitive and socio emotional skills.