Sala de aula invertida: possibilidade para aprendizagem significativa de poliedros e prismas

• Ano de defesa: 2024
• Autor(a) principal: Antunes, Ana de Cássia Saraiva
• Orientador(a): Spohr, Carla Beatriz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado em Educação em Ciências: Química da Vida e Saúde
• Departamento: Campus Uruguaiana
• País: Brasil
• Palavras-chave em Português: Aprendizagem Significativa; Spatial Geometry; High School22; Meaningful Learning; Flipped Classroom; Geometria Espacial; Ensino Médio21; Sala de Aula Invertida
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10587

Mathematics is an indispensable curricular component of the curriculum and, as a science, it is essential in several areas of knowledge, which ends up reflecting, indirectly, in the development of school society, being essential in several areas of knowledge and in the daily life of society13. Among several difficulties presented by students, one is related to understanding mathematical concepts and the relationship of these concepts with concrete real-life situations14. This study aims to investigate to what extent the adoption of the Flipped Classroom methodology, through a didactic sequence aimed at the development of spatial geometry concepts, such as polyhedra, can favor student protagonism and promote meaningful learning15. To this end, two didactic sequences will be carried out using this methodology16. This approach allows students to take an active role in their teaching and learning process17. The research was based on the Theory of Meaningful Learning and the Flipped Classroom methodology, with a qualitative approach and guided by action research methodology18. The study was set in a Uruguayan State High School and the data were collected in a 3rd year regular high school class19. The results obtained revealed that the application of the Flipped Classroom, associated with a well-structured didactic sequence, gives the student a leading role in their teaching and learning process, promoting significant learning of spatial geometry: polyhedra20.