The flipped classroom in Biology teaching: motivation, protagonism and student engagement

Abstract

The study describes an experience report of flipped classroom (SAI), with a focus on teaching Biology, carried out with high school students in a public school of reference. It seeks to investigate the limits and possibilities of this educational strategy based on the common field of students' perceptions, identified from their evaluation of this experience. In this report, positive aspects of the SAI were highlighted in relation to transmissive teaching, in addition to the increase in the student's protagonism, as well as potentialities that affect the subject in training as a consequence of valuing the time dedicated to interaction with peers and feedback from from the teacher. The evaluation data made by the students were interpreted from the thematic content analysis. It is concluded that the use of active methodologies such as the flipped classroom has the potential to increase students' involvement with learning objects in Biology teaching, in addition to contributing to the development of their autonomy, self-management of their learning and co-responsibility for your training.