Blended learning no ensino de biologia: a sala de aula invertida como estratégia para o ensino médio

Abstract

The present work has as its objective analyzing the contributions and consequences of the introduction of the flipped classroom model in a public school located in Maracanaú, Ceará. For a long time the way classes are run in both primary and higher education has been criticized. Traditional theoretical teaching is no longer considered as efficient when it comes to optimizing the teaching-learning process. Indeed educational researchers have considered such methods of transmitting knowledge as antiquated and inefficient. Putting the teacher as the main character and only possessor of knowledge and students as passive subjects exclusively responsible for listening to what the teacher has to say is not sufficient anymore. This passivity from students, the lack of encouragement from home to attending to school and their personal needs from the social condition lived by each student are presented as the main reasons of school evasion during high school. In face of those problems, new teaching methodologies have been discussed, and their benefits have been tested. Among those new approaches in class, flipped classroom stands out, which consists of a hybrid teaching modality that aims to encourage students to study the subject scheduled to a determined class before it is approached by the teacher. Therefore the presential meeting comes as a moment for information exchange, concept deepening and resolution of practical problems, case studies, etc. In order to do that a video was produced and posted on YouTube along with a test to be answered by the students as soon as they finished watching the video. After that there was a presential meeting with students in which Problem Based Learning (PBL) was used as facilitating methodology in the classroom. After this step, there was a presential class and the Problem Based Learning (PBL) was chosen as more effective methodology to be used in classroom. Even though published papers show different results about the flipped classroom real advantages, the lived and described experience in this work present that the use of the previously described methods brings countless benefits. Among the main advantages of the approach it could be pointed greater autonomy in learning development, better relationship between teacher-students and students-students and more efficient content interconnection and meaningfulness, improving apprehension of the theoretical content of the students.