Abstract

RODRIGUES, Natália Costa  and  CORREIA, Daniele. The flipped classroom in Science and Mathematics teaching: a systematic review. Rev. Ensino Ciênc. Mat. [online]. 2023, vol.14, n.3, a05. ISSN 2179-426X.  https://doi.org/10.26843/rencima.v14n3a05.

Active Methodologies provide a student-centered approach to learning. One of them, which has been gaining prominence in recent years in the area of Exact Sciences, is the Inverted Classroom. This article seeks to analyze and discuss the main benefits and difficulties of the Flipped Classroom, specifically in Science and Mathematics Teaching, described in the national academic production. The search for materials was restricted to the period from 2015 to 2021. The chosen databases were the CAPES Portal, CAPES Theses and Dissertations Catalog and Google Scholar. Based on the results, it is concluded that the Inverted Classroom is an innovative methodology that can enhance active learning, in general, the positive aspects outweigh the negatives. However, given the benefits and difficulties pointed out, there is still a gap about the true didactic/methodological potential of the Inverted Classroom, opening space for future research on the subject.

Keywords : Active Methodologies; Science Teaching; Mathematics Teaching.

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