Contributions from the inverted classroom to the promotion of subsunçores on mechanical energy concepts

Abstract

This article discusses the results of a study that aimed to analyze the contributions of the Inverted Classroom (IC) to address concepts of Mechanical Energy (MS), by a bias of the Theory of Significant Learning (TAS), held in 2018 and 2019, with first-year high school students of the technical course in Renewable Energy Systems, in a federal public school in Rio Grande do Sul. Two Teaching Units were organized in order to verify evidence of significant learning about MS: one following the assumptions of the IC (experimental group - EG), planned in the perspective of the Three Pedagogical Moments (TPM) and another organized with the expository methodology (control group - CG). In a quali-quanti approach, it was used as instruments of data collection: pre-test, post-test, field diary, students' classroom material, audio, image and interactions with the virtual learning environment (VLE). The five stages of Moraes (1999) were used for content analysis and the t-Student statistical test for quantitative analysis. The results indicated significant conceptual evolution of the EG students in relation to those of the CG and the IC, organized according to the TPM, contributed to the promotion of subsunçores on MS concepts.