Sala de aula invertida no ensino de ciências nos anos finais do ensino fundamental: revisão bibliográfica integrativa

Abstract

The flipped classroom methodology in science education, when applied in the final years, emerges as an approach capable of boosting the teaching-learning process. In this way, the student is a protagonist in the construction of knowledge. Therefore, the objective of this study is to investigate how the flipped classroom has been approached and implemented in science education in the final years of elementary school, and to understand its role in the teaching-learning process. The methodology applied in this research was an integrative literature review, published in articles, with a qualitative approach, in which data collection was conducted on Google Scholar. The results showed that the flipped classroom in science education stimulated interest, active participation, and autonomy in acquiring knowledge. However, the research also exposed some challenges, such as the lack of electronic devices and internet access,