Comparação da eficiência do método de sala de aula invertida (SAI) em relação à aula expositiva tradicional

Abstract

The objective of the present study was to test the hypothesis that the Flipped Classroom method results in better performance and greater satisfaction compared to the lecture model as a strategy in higher education. The understanding that the current teaching model was designed to meet the demands of an industrial production society, combined with a greater grasp of the neurobiological mechanisms of learning, the change in the student's profile and technological development, has been provoking discussions and proposals towards innovation in teaching. At the beginning of the 21st century, a new teaching model arose defined as Flipped Classroom (FC). Its format inverts the context in which the student performs the most delicate stages of the learning process. FC is a pedagogical approach that combines technological resources inside and outside of the classroom and uses Active Learning strategies during in-person activities, in which the classroom becomes the place where activities are developed that contribute to the construction of knowledge and allow the development of skills and competences for the labor market. Despite being a promising possibility for education, this methodology has not been tested regularly and consistently and, because of this, there is no solid evidence of its efficiency in learning. The findings are diverse, varying between opinions that defend FC as ideal to improve student performance and those that say that the findings are inconsistent, and that this new method has important practical limitations. The present study has a quantitative character, where the grades obtained by students exposed to the tradicional class were compared to te grades of students exposed to Flipped Classroom (experimental groups), in classes of the first period of Biomedicine and Dentistry. What we observed is that students performed better when exposed to the FC model and that there was absence of significant differences in student satisfaction when compared to the traditional method. We conclude that the Flipped Classroom model is efficient as a teaching approach when compared to the traditional method, due to its format, which creates a favorable environment for learning, provided that all aspects that support this model are included in its planning. We suggest more in-depth and detailed studies on the effects of this approach on learning, to therefore improve its planning and enhance its advantages.