Blended learning no ensino da respiração celular: uma proposta de sala de aula invertida

Abstract

This article aims to present the results of the use of the inverted classroom model (flipped classroom) in the Licentiate course in Biological Sciences of a federal public institution. The inverted classroom is characterized as an approach by which the student assumes responsibility for the theoretical study and the classroom lecture serves as a practical application of the previously studied concepts. To carry out this research, we conducted a descriptive, observational and field research with a qualitative approach.The subjects comprised 34 students and it was held in the discipline of Biochemistry of Systems with a workload of 60 hours. For data collection, a VARK questionnaire (Visual, Aural-Read, Write and Kinesthetic) was applied before the intervention, a form after the intervention containing open and closed questions and three activities related to the cellular respiration content. This work points to strong evidence of the potential for the use of the inverted classroom in the formation of concepts in biochemistry and the importance of knowledge about students; learning styles for an optimization of the use of the proposed method. We also diagnosed some problems faced during the research, such as the strong inheritance of the student by the traditional method of teaching, which caused some resistance and difficulty of adaptation at the beginning of the discipline. The data obtained show that, in spite of the barriers to overcome during the experience, the implementation of learning models and innovative attitudes has contributed a lot, especially for the student to make worthwhile what he has learned in the discipline, showing that they know how to make appropriate decisions, solve problems, work collaboratively and make a difference in your future profession.