ENSINO HÍBRIDO: INVESTIGANDO OS IMPACTOS DA SALA DE AULA INVERTIDA NO ENGAJAMENTO DISCENTE NOS ANOS FINAIS DO ENSINO FUNDAMENTAL IIEM UMA ESCOLA PÚBLICA NO MUNICÍPIO DE BONITO – PE

Abstract

The research, although interested in using values to better describe and understand the data obtained, is classified both in a qualitative and quantitative approach, it seeks to investigate the possible contributions that the insertion of the inverted classroom in hybrid teaching can contribute to the engagement of the 9th grade. year, in classes on the concept of chemical balancing and the objectives to know factors that influence or not the engagement of students to carry out activities on chemical balancing; to identify, from the insertion of the inverted classroom, the difficulties and abilities presented by the 9th grade students from the activities proposed on the chemical balance content; to differentiate aspects that refer the cognitive, behavioral and affective engagement of the students in the actions of the study. For this, we carried out three steps: the first involved the completion of a questionnaire to assess prior knowledge and better plan/adapt the other research activities, this action contributed to achieving the first specific objective, which is: to know factors that influence or not the student engagement to carry out activities on chemical balancing. The second is to meet the second specific objective which is: To identify, from the insertion of the inverted classroom, the difficulties and skills presented by the 9th grade students, from the activities proposed on the chemical balance content was done in the second stage a didactic intervention based on the FlippedClassroom method (inverted classroom), according to BERGMANN (2019), involving chemical balancing; in the third stage, a questionnaire was used using the Likert scale (1932), with alternatives ranging from very frequent, frequently, occasionally, rarely to never, to meet the specific objective three, which is: to differentiate aspects that refer to cognitive, behavioral engagement and affective of the students in the actions of the study. It was possible to conclude that the intervention sharpened the behavioral, cognitive and emotional engagement in most students, so we conclude that it is necessary to provide the student with methodologies in which he can develop his intellectual independence, where it is conducive to the student to develop skills for the formation of the critical subject. , reflective and active in their social reality.