Sala de aula invertida: aprendizagem tecnológica ativa como proposta de intervenção didática no ensino de matéria e transformações químicas

Abstract

Faced with the need to streamline the Teaching of Chemistry, this work presents the use of the Inverted Classroom, as an active methodology employing digital didactic resources, with the application use (Atoms, Molecules and Elements), in classes of the 1st year of high school. . With that, the objective of this article was to experience the use of the methodology of the Inverted Classroom in the teaching of Chemistry using the content Matter and Chemical Transformations, in order to observe the students' perception regarding the contributions of this methodology to meaningful learning. The research was of the Qualitative and Quantitative type, divided into stages: in the first stage, the presentation of the inverted classroom and the digital resource was carried out, later the Pre-Test of knowledge was applied, followed by the application of the inverted Classroom together with the application, and soon after the PostTest, then the online questionnaire was applied to evaluate the use of the application, and the analysis of the data collected was carried out. The study promoted an investigation of the contributions of the Inverted Classroom in the teaching and learning process, pointing to a favorable attitude towards the results obtained, in which the students presented a number of correct answers greater than 50%, using the technological tool, 60% of the Students also point out that the use of digital resources facilitates the understanding of the contents. Therefore, the research showed that the teaching of Chemistry in a virtual environment can develop more motivating and dynamic classes, involving the student in new discoveries and learning, contributing to the development of scientific knowledge