Resumo

COLLANTES, Rafael Diego Pérez; LOVERA, Patricia Cenia Alberto; CASAS, Nancy Elsa Gonzales Zuñiga De Las  e  MELGAR, Ángel Salvatierra. Inverted Classroom for Physics learning at university level. Horizontes Rev. Inv. Cs. Edu. [online]. 2022, vol.6, n.23, pp.404-417.  Epub 28-Maio-2022. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v6i23.343.

The inverted classroom method is based on the use of informative and communicative technologies that make possible a dynamic learning of the students who make a previous revision of the contents of a certain topic to be discussed in class, stimulating collaborative work. The purpose of this article is to analyze inverted classroom strategies for the benefit of student learning. Given its popularity, one should ask how the flipped classroom strategy is useful for learning the subject of physics. A methodology of bibliographic search of recent journal articles indexed in different databases such as Scopus, Pubmed, Scielo and others corresponding to scientific articles with qualitative and quantitative approaches and also review articles related to the topic of interest was used. The students by assuming their commitment to be part of the use of the inverted classroom are the ones who benefit the most from this strategy, since they can learn and understand in a collaborative way the basic theories and the practical parts of each subject, such as the physics course.

Palavras-chave : Reversed classroom; Collaborative work; Physics learning.

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