An analysis of the didactic strategy room inverted in the process of teaching and learning of genetics in schedules of average integrated technical education of a public school

• Autor(a) principal: Santos, Cristiano Lopes
• Data de Publicação: 2020
• Outros Autores: Barros, Amauri da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2304
• topic: Sala de aula invertida; Estratégia didática; Genética; Inverted classroom; Didactic strategy; Genetics

In the inverted classroom the student studies the content at home and at school clarifies the doubts with the teacher. Thus, we questioned: what are the positives and negatives in learning the content of genetics through the implementation of the inverted classroom as a teaching strategy? Thus, we aim to identify, analyze and evaluate the benefits and difficulties encountered in the application of the methodology and, in this way, contribute to the orientation of biology teachers who wish to apply this didactic strategy in the learning of genetic content. We performed a qualitative analysis of the data, from the collection through the application of questionnaires and the logbook records. The research showed that the inverted classroom allows an increase in the amount of questioning by the students and confirmed that without well-built activities and a diversified and well structured evaluation process, the success of the application of the methodology will be compromised.