Empreender e educar: a sala de aula invertida no ensino de funções orgânicas

Abstract

A pedagogical strategy that has been increasingly used is the Flipped Classroom in which the student is in contact with basic information about the study content before the class, by a guide made available by the teacher in a Virtual Learning Platform. This way, time and space in school is enlarged to the practical comprehension activities and to the solving of problems and personalized understanding of the student. The Flipped Classroom was implemented as a methodology to the teaching of organic functions to 28 students in their second high school year at São Francisco School, in Passos/MG (Brazil), with the objective of understanding how the methodology contributes to the development of undertaking abilities in the teaching and learning process. This study has as a product a script of activities for the virtual platform using video classes that are available at YouTube and guides of practical presential activities. It was possible to observe that, at the end of the study, most students were more committed to the chemistry assignments and, as a result, they had an autonomous behavior in their teaching/learning process.