Sala de aula invertida e modelo por rotação por estações no ensino de ciências

Abstract

Unlike the technological development presente in today’s society, the school remains stuck to past decades, with the use of traditional methods centered on the teacher, in a contente-based information transfer system and in passive listening students, especially in Science teaching. Young people who attend the school environment are part of the generation of “digital natives”, and therefore are not attracted to conservative teaching methods. It is necessary for the school to recognize these social changes and how they can also facilitate their activities. With the acceleration in the production and global dissemination of knowledge by digital information and communication technologies (TDIC’s) the school is no longer the only place to obtain this knowledge, and the teacher is no longer its only holder. Therefore, it is necessary to enjoy the benefits of TDIC’s and include them in the educational routine, from a school reorganization, which is discussed by active methodologies, in an adaptation of pedagogical strategies that become more attractive and stimulating to students. In these, students assume more active and autonomous positions in the construction of knowledge, developing a critical and questioning look; while the teacher leaves his role of transmitter of information and starts to act as a mediator, guiding problematizing questions and contextualized to the existing reality, in order to act in the formation of socially participatory citizens. Among the active methodologies, blended learning has been developed as a mix of pedagogical strategies that, when possible, include TDIC’s, where the inverted classroom (ICR) and rotation by stations (RS) models stands out. These have shown to be interesting alternatives in stimulating the formation of more active young people by proposing a reorganization of the school space and its expansion beyond its physical walls. In view of this, the objective of this work was to carry out a bibliographic survey of publications of the ICR and RS models in the discipline of science in elementary education in the last decade (2011-2021). What can be seen is that there is a growing use of both models, notably in recente years, due to the pandemic period by COVID-19, however, they are still scarce in elementary education, especially in the science discipline. From the few publications, it can be seen that the applications of the proposed models occur mainly in public schools mostly located in the South-Southeast axis. The authors are also mostly linked to public universities. The application of the inverted classroom model has also been prefered, compared to station rotation. Of the existing publications, there is still a significant concentration of thematic contentes of Biology, followed of Physics, demonstrating that the themes of Chemistry have been little addressed. This demonstrates that science contente is not being worked on in an interdisciplinar way and that there is a need not only to include active strategies in elementary education, but also to consider themes from the three areas of equal importance (Biology, Chemistry and Physics) in science.