Navegando por Assunto "sala de aula invertida"

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    Aplicabilidades das metodologias ativas no ensino fundamental I: um relato de experiência
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-24) Cirilo, Carline Severo Andrade; Almeida, Debora Cristina Gomes de; Moreno, Thiago de Azevedo; Silva, Adriana Moreno Costa
    Contemporary society has increasingly demanded training from subjects aligned with their multiple demands, in a scenario whose political, economic, technological, scientific and environmental changes are characterized by their accelerated fluidity. In this scenario, the school plays a crucial role in the education of the individuals immersed in it, capable of acting as protagonists and transformers of realities. In this sense, our research aimed to report experiences carried out with Elementary School I classes, obtained through the use of Active Methodologies as an innovative practice, using the licuri fruit, a native plant of the caatinga, inserted in the students' reality as a topic of discussion. The use of the Flipped Classroom and the Reflective Portfolio were intertwined and, through the application of these methodologies and, based on observations and records, data was collected. The results show that the adoption of these methodologies contribute greatly to the autonomous and reflective learning of students, in addition to requiring consistent planning from the teacher, respecting the context of the subjects involved and constant reflective practices to overcome challenges and achieve the proposed objectives.
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    Redescobrindo a História da Arte da Linha Férrea de Juazeiro a partir das Metodologias Ativas
    (Universidade Federal do Vale do São Francisco, 2023-12-18) Oliveira, Ítalo; Martins, Mariana
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    Sala de aula invertida nos itinerários formativos: potencializando o aprofundamento em matemática no contexto do novo ensino médio
    (Universidade Federal do Vale do São Francisco, 2024-01-29) Gomes, Tayná dos Santos; Santos, Wendrix Spinola; Duarte, Francisco Ricardo; https://orcid.org/0000-0002-9102-8273; http://lattes.cnpq.br/1491869394270803; http://lattes.cnpq.br/2845057512156106; http://lattes.cnpq.br/2072307904520445
    This research explores the convergence between the Flipped Classroom Active Methodology, based on the theories of Bergmann and Sams, and the Constructivist perspective of Piaget and Vygotsky, aiming to investigate the promotion of meaningful learning in Mathematics. The methodology adopted comprises a bibliographical approach, delving into works by renowned theorists, and exploratory research, analyzing the interaction between the Inverted Active Classroom Methodology and Constructivism. The results of implementing the Flipped Classroom in Mathematics Training Itineraries over two years reveal a significant change in student attitudes, demonstrating an increase in autonomy, involvement and significant understanding of the content. The experience report highlights the effectiveness of integrating the Flipped Classroom and Constructivism in promoting a more relevant and preparatory education for future challenges. The implications of this methodological fusion go beyond the classroom, shaping essential skills in students and contributing to the formation of conscious and adaptable citizens. In summary, the research provides valuable insights for contemporary pedagogical practice, emphasizing the importance of innovation and constant adaptation to achieve a more meaningful and impactful education.
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    Sala de aula invertida para o ensino de biologia: uma imersão guiada por portfólios reflexivos
    (Universidade Federal do Vale do São Francisco - SEAD - Polo Juazeiro, 2024-01-12) Santos, Luana da Silva; Ribeiro, Marcelo Silva de Souza; http://lattes.cnpq.br/8566377803271737; Palácio, Maria Augusta Vasconcelos; http://lattes.cnpq.br/0178553866975123; http://lattes.cnpq.br/7746358860879552
    Immersed in a digital era, where the traditional model is increasingly losing effective- ness and is out of harmony with the interests of the new generation of students, there is an urgent need for teachers to adopt pedagogical practices personalized to the profile of digital natives. The Flipped Classroom model proposes in this scenario, a paradigm shift through the inversion of pedagogical actions, inspiring a new look at the role of the learner and homework in the learning process. The direction for innovative education lies in the integration of digital technologies and active methodologies in teaching. Seeking reinvention, the SAI immersion experience is reported, experienced in the biology discipline by two educators and 32 third-year high school students from a public institution in the state of Bahia. Guided by reflective portfolios, six face-to-face moments were structured, with educational games, team-based learning and home studies; five stages of online study, carried out through WhatsApp, YouTube and the BioDigital Human platform. We sought to reflect on learning, student and teacher attitudes towards immersion, and the effectiveness of the method when associated with reflective portfolios. From this experience, good learning and engagement rates emerged, awakening an active stance in students. The SAI model meets the interests of digital natives. Despite the potential, the traditional educational system does not offer ideal conditions for applying active methodologies. For innovation in education to happen, the essence of active education needs to integrate the curricula of educational institutions.