FLIPPED CLASSROOM IN TEACHING ORGANIC CHEMISTRY: A CASE STUDY. The flipped classroom is one of the types of rotation model strategies that aim of increasing interaction and personalized contact time between students and teachers in the classroom setting. In this study, we investigated the application of the flipped classroom strategy in two classes of the different semesters in the discipline of Organic Chemistry. The teacher applied this strategy in different ways in order to verify how the flipped classroom can contribute to the teaching and learning process in the content of Nuclear Magnetic Resonance (NMR). The research, of qualitative nature, is a case study being carried out in six steps with the participation of twenty-five students and one teacher. The instruments used for data collection were an investigative questionnaire (applied to students) and a structured interview (carried out with the teacher). The results show that the students had control over their learning, presenting a favorable position for the application of the strategy. In addition, the teacher reported that it was possible to deepen the content of NMR with his students, teaching the class in a different way than he was used to, focusing on doubts (individual and collective), as well as comments regarding the materials produced by him.
A inclusão digital é considerada como o processo que possibilita a democratização do acesso às tecnologias digitais, de forma a permitir a inserção de todos na sociedade da informação. Este trabalho tem como objetivo identificar as concepções dos professores das escolas públicas de uma cidade no sertão pernambucano sobre a inclusão digital. Para isso, realizamos uma entrevista semiestruturada com 45 participantes e analisamos os dados por meio da análise de conteúdo. Os resultados mostram que a falta de políticas públicas, infraestrutura e capacitação são obstáculos para uma inclusão digital nas escolas. Além disso, a falta de cursos de formação (inicial e continuada) que contemplem tecnologias digitais no ensino contribuem para o distanciamento de práticas inclusivas.
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