O modelo de sala de aula invertida aplicado ao ensino de genética

Abstract

Genetics is currently one of the branches of knowledge most widespread in the media. Its different facets have been studied and are part of the students' daily life and of the whole society. In order to give an opinion and decide on complex issues from an ethical and social point of view, such as cloning, genetically modified organisms, use of stem cells, a population must have access to basic knowledge that makes the citizen able to understand the effects and consequences of these new technologies. It is the role of the school to make knowledge accessible and to subsidize learning. However, teachers have taught the contents of genetics in a traditional way, almost always with expository classes, which, for the 21st century student, inserted in a highly technological and dynamic context, has become discouraging and uninteresting. Among the various methodologies that have been tried is the Inverted Classroom or “Flipped Classroom”, in which the student works at home appropriate to the theoretical content, allowing him to manage his time. In the classroom, the student performs activities inherent to the content studied at home, being the guiding teacher and mediator of the process. The objective of the work was to apply the inverted classroom methodology to work on genetics content in the third year of high school and to evaluate its effectiveness in terms of school performance and students' perception of this methodology. Two didactic sequences were applied, one for Traditional Classroom (TAT) and another forInverted Classroom (TAI). Students in the TAI class spent more time studying, and thus, it was easier to learn the content. Some difficulties reported in managing study time due to having to reconcile study and work. The TAI class that checks the content using the inverted classroom methodology, presenting secondary grades higher than the TAT class. We conclude that the inverted classroom methodology can be effective in teaching Genetics. However, the reality of many high school students in public schools includes, in addition to other social problems, the need to work to supplement family income, which can become an obstacle to the full development and motivation of students with this methodology.