Sala de aula invertida no ensino de química: uma revisão de literatura em periódicas nacionais

Abstract

The Flipped Classroom (FC) is an active learning methodology that has gained prominence in the educational context by promoting greater student participation and autonomy in Chemistry teaching. In this context, this study aims to analyze how the Flipped Classroom methodology has been addressed and implemented in Chemistry education in Brazilian journals published between 2021 and 2025, with an emphasis on teaching practices. This research is characterized as a descriptive literature review with a qualitative approach, based on a search for articles in Google Scholar. Inclusion and exclusion criteria were adopted, resulting in the selection of nine scientific articles published in qualified journals. The results showed that the Flipped Classroom has been applied to different Chemistry topics, such as Stoichiometry, Electrochemistry, Chemical Equilibrium, Optical Isomerism, and Oxidation–Reduction Reactions, often combined with strategies such as gamification, blended learning, and Just-in-Time Teaching (JiTT). The studies also revealed the frequent use of technological resources, including video lessons, digital platforms, virtual learning environments, blogs, and online forms, fostering student protagonism, autonomy, interaction, and content comprehension. However, the studies also identified challenges, including resistance to pre-class preparation, difficulties in accessing technology, student demotivation, and structural limitations within educational institutions. It is concluded that the Flipped Classroom is a methodology capable of making Chemistry teaching more participatory and contextualized.