DESAFIOS NA APLICAÇÃO DE SALA DE AULA INVERTIDA NA ENGENHARIA CIVIL – UM RELATO DE EXPERIÊNCIA
DOI:
https://doi.org/10.46421/entac.v18i.941Keywords:
Active Methodology, Flipped Classroom, Blended Learning, Civil EngineeringAbstract
Undergraduate education requires constant innovations in teaching methods to encourage student participation. The active methodologies, treated here as flipped classrooms and blended learning, emerges as strategies to provide a more dynamic environment based on problem solving, instead of strictly expository classes. According to this scenario, there is a challenge to be faced by teachers in undergraduate education. In this sense, this work aims to report a case study of the authors with the application of an inverted classroom, mixed with the other strategies described, in a discipline of the Civil Engineering graduation at a public University. The results are presented based on questionnaires completed by the students at the end of the semester, in addition to a comparison between the final averages with the traditional methodology, and the report of the lessons learned. As contributions, there is the possibility of replication and adaptation in other disciplines, in addition to a critical analysis of the steps applied and the difficulties detected. Despite the obstacles reported, the change in educational paradigms and the search for new forms of teaching that follow global trends are strongly encouraged.
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