A sala de aula invertida como recurso metodológico no ensino de Física

Abstract

The Inverted Classroom is an active methodology that provides access to content, that is, the student has to go to the classroom already knowing at least the basics of the subject that will be addressed, as well as prioritizing conceptual deepening and analysis of the need for methodological ruptures and the insertion of new practices. The objective of this study is to research the importance of the inverted classroom as a methodological resource in the teaching of Physics. For its construction, bibliographical research with a qualitative approach was used, giving shape to the exodus in its development. The results and discussion obtained showed through selected articles that the application of the Inverted Classroom as a method in teaching Physics provided opportunities for students to participate in the teaching/learning process, resulting in greater autonomy and interaction between student/student and teacher/student. Finally, it showed that the use of this methodology allows defining the production of knowledge itself through technological strategies and techniques that are present in the activities carried out in the classroom.