Sala de aula invertida no ensino de Biologia na educação básica

• DOI: https://doi.org/10.22533/at.ed.34224210510

• Palavras-chave: Metodologia ativa. Ensino-aprendizagem. TDIC.

• Keywords: Active methodology. Teaching-learning. DICT.

• Abstract: Education has been undergoing substantial changes due to the inadequacy of traditional teaching to current demands. Given this scenario, active methodologies emerge as alternatives to face educational challenges. The flipped classroom (FC) is one of these methodologies that proposes a reorganization of time and role management in the teaching-learning process. Thus, this research aimed to identify studies that used the FC methodology in teaching Biology in basic education to evaluate the results resulting from its application. This is a descriptive research, with a qualitative and quantitative approach, carried out through a literature review, covering the period between 2014 and 2023 for articles indexed in the Eric, Web of Science, Scopus and IEEE databases. The results obtained demonstrated that the FC methodology, in addition to improving learning, motivates students and increases engagement, which leads them to assume a leading role in their learning, facilitating the construction of knowledge. Furthermore, it was found that the inverted methodology can stimulate the development of essential skills for citizenship training, such as critical thinking and communication, creativity and collaboration skills, having the capacity to promote scientific literacy.