Sala de aula invertida e os processos de transmissão de calor: interfaces de ensino e aprendizagem

Abstract

The inverted classroom teaching method has didactic-pedagogical conditions to promote effective learning in Physics teaching. In this perspective, we sought to answer the question “what are the contributions of the flipped classroom to the teaching and learning of the content heat transmission processes? Having as general objective “To describe the contributions of the inverted classroom for the teaching and learning of heat transmission processes in high school”. To this end, the nature of the study's data and procedures was considered qualitative, with exploratory research as the outline of the general objective of the work. Bibliographical research was used to produce the data and phenomenological interpretative analysis was used to refine the interpretations. It was verified that the teaching and learning interfaces of the inverted classroom for the content heat transmission processes reside in the theoretical and practical idea of ​​inserting virtual didactic resources, with different interfaces, used as a way of making the contents available in advance for students, so that the moment of the face-to-face class is more directed towards carrying out practical activities, providing effective ways of teaching and learning Physics.