Aprendizagem baseada em problemas na perspectiva da sala de aula invertida: Uma proposta no ensino de Física

Abstract

This research has as its object of study the Active Methodologies of the Inverted Classroom (SAI) and Problem Based Learning (PBL). Our interest in carrying it out was born out of a concern to seek different paths that would propose the active and effective participation of young students in high school, specifically in physics classes. Our main objective was to investigate the use of these methodologies in teaching this science, both by conducting a survey and examining what already exists in the literature, and by generating new knowledge from practical applications in the field of Physics in basic education. For this, we divided our research into four stages. In the first, we investigated the use of SAI and PBL, finding a considerable shortage in the applications of both in the teaching of Physics. Such lack of applications, in line with the probable prerogatives pointed out in the literature, took us to the next stage, in which we investigated a probable adaptation in the combined use of these methodologies, examining the process of elaborating and applying a teaching proposal developed in a second-year class High School, working with Energy and Electricity concepts. The results were different according to some points analyzed. In the third stage, we investigate possible changes in the characteristics of students through the application of SAI and PBL. The most significant changes observed were those related to behavioral attitudes, showing positivity. Finally, in the fourth stage, we investigate the students' opinions about the Active Methodologies used. The results showed that the majority was favorable, however there was disagreement about their uses. We conclude by emphasizing that, as with any methodology, SAI and PBL do not represent a panacea for weaknesses in teaching, but have necessary potential for training students, and should be interspersed with other ways of teaching and adapted to each educational reality.