Metodologia de sala de aula invertida no ensino de Física: uma revisão de literatura

Abstract

The subjects covered in physics teaching have been stigmatized for years, being reported as something difficult to understand. Active teaching methodologies change this paradigm, enabling a better understanding of the topics covered. This Monograph aimed to investigate the use of the Flipped Classroom and its effects on the teaching and learning processes in physics. The methodological procedure for reviewing the literature relies on searching for articles using "flipped classroom" and "physics education" descriptors within the Education Resources Information Center - ERIC database. Twenty-two studies were found, three on motivation, four on autonomy, 14 on understanding/learning, and one of them was a literature review. The most discussed physics subjects were: fluid mechanics, kinematics, dynamics, work and energy, energy conservation, wave motion, thermodynamics, electricity, advanced mechanics, medical physics, solar thermal systems, and their components. Despite the positive effects of the methodology, there are still limitations of the studies that highlight the need for further research with more elaborate methodological procedures.