SALA DE AULA INVERTIDA NO ENSINO DA QUÍMICA ORGÂNICA: UM ESTUDO DE CASO
AUTOR(ES)
Silva, Bruna R. F. da; Silva Neto, Sebastião L. da; Leite, Bruno S.
FONTE
Quím. Nova
DATA DE PUBLICAÇÃO
2021-04
RESUMO
The flipped classroom is one of the types of rotation model strategies that aim of increasing interaction and personalized contact time between students and teachers in the classroom setting. In this study, we investigated the application of the flipped classroom strategy in two classes of the different semesters in the discipline of Organic Chemistry. The teacher applied this strategy in different ways in order to verify how the flipped classroom can contribute to the teaching and learning process in the content of Nuclear Magnetic Resonance (NMR). The research, of qualitative nature, is a case study being carried out in six steps with the participation of twenty-five students and one teacher. The instruments used for data collection were an investigative questionnaire (applied to students) and a structured interview (carried out with the teacher). The results show that the students had control over their learning, presenting a favorable position for the application of the strategy. In addition, the teacher reported that it was possible to deepen the content of NMR with his students, teaching the class in a different way than he was used to, focusing on doubts (individual and collective), as well as comments regarding the materials produced by him.
Documentos Relacionados
- A teoria de pearson para a disciplina de química orgânica: um exercício prático e teórico aplicado em sala de aula
- Sala de aula invertida: um campo de análise
- Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida
- A sala de aula invertida no Ensino Superior: uma experiência nas aulas de língua alemã
- Clássicos adaptados no ensino de inglês: um estudo de caso das experiências dos estudantes em sala de aula