The Inverted Classroom Practice
An experience report
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In the current context, technology has become an essential part for the functioning of society, and in education it could be no different when it comes to active learning methodologies. This study aims to report the formative teaching experiences during the supervised internship of the Degree in Computing and Informatics, in a public school of the state education system located in the city of Monte das Gameleiras, in the interior of the state of Rio Grande do Norte, triggered by the use of active methodologies to support the teaching of informatics. Due to the pandemic caused by Covid-19, the ...
In the current context, technology has become an essential part for the functioning of society, and in education it could be no different when it comes to active learning methodologies. This study aims to report the formative teaching experiences during the supervised internship of the Degree in Computing and Informatics, in a public school of the state education system located in the city of Monte das Gameleiras, in the interior of the state of Rio Grande do Norte, triggered by the use of active methodologies to support the teaching of informatics. Due to the pandemic caused by Covid-19, the activities, previously face-to-face, were adapted to the hybrid mode (face-to-face and remote) with a 3rd grade high school class. For the pedagogical practice, didactic materials were planned to unite hybrid teaching and active methodologies, especially the Inverted Classroom model, through a methodological approach based on dynamics and educational games. The results showed that the union of the use of active methodologies with hybrid teaching favors learning and makes teaching more dynamic, providing more attractive classes.
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