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A flipped classroom em História: percepção e práticas dos alunos de ensino secundário
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Resumo(s)
O presente relatório de Prática de Ensino Supervisionada em Ensino de História para o 3.º Ciclo do Ensino Básico e Ensino Secundário analisa a tentativa de implementação do método de sala de aula invertida ou Flipped Classroom numa turma de ensino secundário na disciplina de História da Cultura e das Artes.
A sala de aula invertida é uma metodologia ativa de ensino que tem como objetivo centrar a aula no aluno. De forma a concretizar essa intenção, este método propõe uma transformação das atividades em aula. A explicação dos conteúdos passa a ocorrer previamente em casa, através de materiais fornecidos pelo professor aos alunos, enquanto na aula, os discentes resolvem várias atividades para aplicação dos
conhecimentos e desenvolvimento de competências. Na tentativa de implementação descrita neste relatório
foram definidas três questões orientadoras: 1) Qual a perceção dos alunos de ensino secundário acerca do
modelo Flipped Classroom (aula invertida) como motivador e auxiliador da compreensão dos conteúdos em comparação com o modelo não invertido?; 2) Qual a tipologia de materiais, que facultados previamente aos alunos, têm maior efeito motivador e de auxílio à compreensão dos conteúdos?; 3) Analisar onde, quando e
através de que dispositivos os alunos visualizam os materiais fornecidos previamente. Os alunos demonstraram considerar o método como motivador, sobretudo por permitir desenvolver em sala de aula uma maior diversidade de atividades. Também percecionaram a metodologia como auxiliadora da compreensão dos conteúdos, no entanto, não se afirmando melhor que outros modelos. Não ocorre uma diferença na
perceção dos alunos acerca do vídeo ou PowerPoint , serem mais motivadores ou auxiliarem melhor à compreensão dos conteúdos. Todavia, os vídeos colheram um maior agrado por parte dos discentes. A maioria dos al unos consultou os materiais previamente disponibilizados nos telemóveis, em ambiente doméstico, na manhã ou noite antes do momento presencial da aula invertida. A sala de aula invertida demonstrou ser um método válido para motivar e auxiliar na aquisição de competências por parte dos alunos, passando a ser mais uma ferramenta à disposição dos professores para a concretização dos seus objetivos de preparação dos discentes para o futuro.
This report on Supervised History Teaching Practice for the 3rd Cycle of Basic Education and Secondary Education analyses the attempt to implement the flipped classroom method in a secondary education class in the subject of History of Culture and Art. The flipped classroom is an active learning methodology that aims to centre the class on the student. For this, the method proposes a transformation of classroom activities - the presentation to contents takes place previously at home, using materials provided to the students by the teacher, while in class, students are challenged by various activities to apply the acquired knowledge and develop skills. This implementation attempt, here described, was defined by three guiding questions: 1) What is secondary school students’ perception of the Flipped Classroom model as a motivator and helper to understand and apprehend content compared to the non-flipped model?; 2) What type of materials provided to students have the greatest motivating effect and support content understanding?; 3) Analyse where, when and which devices students use to access the materials previously provided. The participating students considered the method motivating, especially because it allows them to participate in a greater diversity of activities in the classroom. They also perceived that methodology supports and enhances the content understanding, however not better than other models. From the students’ perspective there is no difference between video or PowerPoint being more motivating or helping to better understand the content. Nonetheless videos were favoured by them. The materials given previously were mainly consumed on their cell phones, at home, in the morning or evening before the live flipped class. The flipped classroom has proven to be a valid method to motivate and assist the students in the acquisition of capabilities, becoming one more tool available for teachers to achieve their goals of preparing students for the future.
This report on Supervised History Teaching Practice for the 3rd Cycle of Basic Education and Secondary Education analyses the attempt to implement the flipped classroom method in a secondary education class in the subject of History of Culture and Art. The flipped classroom is an active learning methodology that aims to centre the class on the student. For this, the method proposes a transformation of classroom activities - the presentation to contents takes place previously at home, using materials provided to the students by the teacher, while in class, students are challenged by various activities to apply the acquired knowledge and develop skills. This implementation attempt, here described, was defined by three guiding questions: 1) What is secondary school students’ perception of the Flipped Classroom model as a motivator and helper to understand and apprehend content compared to the non-flipped model?; 2) What type of materials provided to students have the greatest motivating effect and support content understanding?; 3) Analyse where, when and which devices students use to access the materials previously provided. The participating students considered the method motivating, especially because it allows them to participate in a greater diversity of activities in the classroom. They also perceived that methodology supports and enhances the content understanding, however not better than other models. From the students’ perspective there is no difference between video or PowerPoint being more motivating or helping to better understand the content. Nonetheless videos were favoured by them. The materials given previously were mainly consumed on their cell phones, at home, in the morning or evening before the live flipped class. The flipped classroom has proven to be a valid method to motivate and assist the students in the acquisition of capabilities, becoming one more tool available for teachers to achieve their goals of preparing students for the future.
Descrição
Palavras-chave
Sala de aula invertida História Ensino de história Ensino secundário Metodologias ativas de ensino Flipped classroom History History teaching High school Active learning methodology