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Flipped classroom como estratégia didáctica adaptada ao ensino da história
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Na actualidade, impera a necessidade de aplicar novas metodologias de trabalho que valorizem a liberdade dos alunos, a reflexão e o pensamento crítico, de forma a aproximá-los do conhecimento, aumentando a sua autonomia e consequente motivação.
A presente investigação insere-se nesta temática e tem como objectivo dar o seu contributo para uma maior dinâmica em contexto de sala de aula, visível através da aplicação de uma metodologia diferenciada, o Flipped Classroom, assente numa maior intervenção dos alunos e na construção dos seus conhecimentos, valorizando algumas das competências definidas no Perfil dos Alunos para o século XXI.
O conceito base do Modelo Flipped Classroom ou aula invertida é reverter a ordem pela qual as aulas explicativas precedem as actividades dos alunos, isto é, os alunos obtêm a informação teórica em casa, de acordo com materiais previamente disponibilizados pelo docente, e a componente lectiva é utilizada para a realização de actividades que aprofundem os conhecimentos, sob a supervisão do professor.
Dos alunos, durante a componente lectiva, espera-se que continuem o processo de aprendizagem que iniciaram em casa, permitindo ao professor realizar um acompanhamento mais efectivo das aprendizagens, dando resposta às dúvidas que existirem. O aprofundamento dos conteúdos poderá incluir um conjunto de metodologias diversificadas, como a aula-oficina, o trabalho colaborativo ou o trabalho projecto, assim como a exploração de fontes diversas ou a dramatização dos conteúdos.
A metodologia Flipped Classroom encontra-se assente num modelo pedagógico e didáctico activo, centrado no aluno, na resolução de problemas e na promoção do trabalho colaborativo.
O presente relatório pretende apresentar os resultados da implementação desta metodologia na Escola Secundária da Quinta do Marquês, em Oeiras, no âmbito do Mestrado de Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário da Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa, firmando o debate em torno da premente necessidade em aplicar metodologias diferenciadas em contexto de sala de aula.
Currently there is a need to apply new work methodologies that value student’s freedom, reflection and critical thinking, in order to bring them closer to knowledge, increasing their autonomy and consequent motivation. The present research is part of this theme and aims to contribute to a greater dynamic in the classroom context, visible through the application of a differentiated pedagogical model, the Flipped Classroom, which is based on a greater intervention of the students in the construction of their knowledge, valuing some of the Educational competences for the 21st Century. The basic concept of the Flipped Classroom model is to reverse the order, as such the lecture classes precede the students' activities, students obtain the theoretical information at home, according to materials previously made available by the teacher, and the class time component is used to carry out activities that improve their knowledge, under the supervision of the teacher. During class time the students are expected to continue the learning process that they started at home, allowing the teacher to carry out a more effective follow-up, answering any questions that may arise. The exploration of the contents may include a set of diverse methodologies, such as Classroom Workshops, Collaborative Work or Project Based Learning, as well as the exploration of diverse sources or the dramatization of contents. The Flipped Classroom model is based on an active pedagogical and didactic model, centered on the student, on problem solving and promoting collaborative work. This report aims to present the results of the implementation of this methodology at the Secondary School of Quinta do Marquês, in the scope of the Masters course of History Education in the 3rd Cycle of Basic Education and Secondary Education by the Faculty of Human and Social Sciences, New University of Lisbon, centering the debate around the pressing need to apply differentiated methodologies in the classroom context.
Currently there is a need to apply new work methodologies that value student’s freedom, reflection and critical thinking, in order to bring them closer to knowledge, increasing their autonomy and consequent motivation. The present research is part of this theme and aims to contribute to a greater dynamic in the classroom context, visible through the application of a differentiated pedagogical model, the Flipped Classroom, which is based on a greater intervention of the students in the construction of their knowledge, valuing some of the Educational competences for the 21st Century. The basic concept of the Flipped Classroom model is to reverse the order, as such the lecture classes precede the students' activities, students obtain the theoretical information at home, according to materials previously made available by the teacher, and the class time component is used to carry out activities that improve their knowledge, under the supervision of the teacher. During class time the students are expected to continue the learning process that they started at home, allowing the teacher to carry out a more effective follow-up, answering any questions that may arise. The exploration of the contents may include a set of diverse methodologies, such as Classroom Workshops, Collaborative Work or Project Based Learning, as well as the exploration of diverse sources or the dramatization of contents. The Flipped Classroom model is based on an active pedagogical and didactic model, centered on the student, on problem solving and promoting collaborative work. This report aims to present the results of the implementation of this methodology at the Secondary School of Quinta do Marquês, in the scope of the Masters course of History Education in the 3rd Cycle of Basic Education and Secondary Education by the Faculty of Human and Social Sciences, New University of Lisbon, centering the debate around the pressing need to apply differentiated methodologies in the classroom context.
Descrição
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Docente Aluno Flipped Classroom História Novas Tecnologias de Informação e Comunicação Teacher Student History New Information and Communication Technologies