Sala de aula invertida : sequência didática para o processo ensino- aprendizagem das leis de Newton

Abstract

The teaching-learning process has become an increasing challenge. In relation to the teaching of Physics, there is a clear negative perception among students, who often feel demotivated due to the lack of technological resources made available in their pedagogical practices. To keep up with the intensifying technological evolution, it becomes necessary to promote a change in this teaching-learning process; thus, we seek new technological tools and active methodologies that can support Physics education. This dissertation proposes the use of meaningful learning theory, combined with the flipped classroom active methodology for teaching Newton’s Laws, through experiments, the online educational platforms Seneca and Khan Academy, texts, videos, and educational websites. The goal is to complement Physics teaching and increase the frequency of experimental practices in the classroom. To this end, an educational product was presented in order to enrich Physics classes. Through its application and the data obtained, it aims to demonstrate a potentially significant learning process. For the implementation of this proposal, initial and final questionnaires were administered, and a control group — taught using traditional methods — was used to compare evaluative results with those obtained in the experimental group. Given that we live in an era where most people are connected through technology, and in order to keep pace with this growing technological transformation, throughout the entire process of implementation, students used their cell phones to access the Seneca and Khan Academy educational platforms.