Sala de aula invertida para a construção e articulação de conceitos bioquímicos.

Abstract

Biochemistry has emerged in recent years as an object of discussions in the academic environment due to the difficulties present in the teaching and learning process. These difficulties are more accentuated when the teacher bases his pedagogical practice on traditional teaching. In this context, there is a need for teachers to seek new paths and new teaching methodologies that focus on the interaction between the subjects, the protagonism, the critical posture and the autonomy of the students. The Flipped Classroom is characterized as an approach by which the student must previously study the content, serving the classroom as an extension and practical application of the studied concepts. In view of the above, the present methodological proposal aimed to develop an innovative pedagogical action for the construction of biochemical concepts through the Flipped Classroom. The research was carried out in a group of the Bachelor of Biological Sciences course at a Public University, where the monitoring was done through presence in classes, registration of activities through notes in field notebook and collection of material produced in the intervention. Upon presentation and signature of the Free and Informed Consent Term (ICF) by the teacher, the interventions were monitored. Therefore, a sequence of pedagogical actions was planned to work on the Gene Expression content, which is addressed in the discipline of Biochemistry. The action was preceded by the survey of students' previous conceptions, following the other steps through the Flipped Classroom, using the institutional Virtual Learning Environment, and the process was evaluated through collective and individual productions. The results were analyzed in order to assess the process of building concepts about the specific content.