Uma análise quantitativa da aplicação da Sala de Aula Invertida em uma turma de Química Experimental

Abstract

This article is a report of pedagogical experience with the discipline of Experimental Chemistry in the Food Engineering course of the Federal University of Ceará. The Flipped Classroom methodology was used as a methodological learning path. The objective is to identify if the pillars of this methodology and the theoretical references proposed by Bergmann and Sams (2016) were followed in the planning of the didactic unit of Experimental Chemistry and if the indicators of Ventura (2019) are revealed in the actions of the teachers involved. The didactic sequence included the distribution of materials previously via online tools, pre-laboratory activity, pre-laboratory explanatory class and experimental practice in Chemistry laboratories held in small groups. The interaction and discussion generated in practice with the chemical reagents and the reactions obtained with their precipitates, revealed itself in a greater appropriation of the theoretical contents studied and, the anticipation of the contents via Flipped Classroom greatly contributed to the "learning  by doing" offered in the experimentation.