Sequência didática explorando o ensino do futuro: sala de aula invertida, aprendizado baseado em problemas e pirâmide holográfica no Ensino médio

Abstract

This study aims to develop a pedagogical product for teaching Physics in high school, configured as a Didactic Sequence based on the Hybrid Teaching model, specifically in the Flipped Classroom format, and applying Problem-Based Learning (PBL), using a Holographic Pyramid as a pedagogical resource. The research is justified by the need to incorporate active methodologies that promote student protagonism and broaden the understanding of Physics concepts through innovative approaches. It is based on the observation that traditional methods often fail to fully engage students, resulting in low rates of effective learning. The adopted methodology involved the implementation of a structured didactic sequence, allowing students to access theoretical content in advance while dedicating classroom time to solving practical and experimental problems. The construction and use of the holographic pyramid illustrated optical phenomena, consolidating learning through an immersive sensory experience. The results indicated a significant increase in students' interest and motivation to learn Physics, as well as a deeper understanding of the concepts. Practical activities contributed to the development of critical skills, such as phenomena analysis and problem-solving. An improvement in academic performance was also observed, suggesting that the didactic sequence facilitated content retention and encouraged autonomy and collaborative work. However, challenges such as adaptation time and operational difficulties underscore the need for future adjustments in the implementation of this approach.