Sala De Aula Invertida: Fundamentos Teóricos e Metodológicos Para Implementação Em Aulas De Física

Abstract

This doctoral thesis addresses Physics teaching from the perspective of Active Learning Methodologies (ALMs) and the didactic reorganization promoted by the Flipped Classroom (FC). The research problem guiding this investigation was formulated as follows: What are the theoretical and methodological assumptions that can support didactic proposals for implementing the Flipped Classroom in Physics classes from the perspective of an Active Methodology? The general objective was to analyze the theoretical and methodological foundations underlying the FC in Physics education and to propose a Didactic Organization Model (MOD–FC) that integrates the principles of active and meaningful learning. The research adopted a qualitative approach, with a descriptive and exploratory design, conducted through an Integrative Literature Review (ILR). The corpus comprised 39 academic studies — 37 master’s dissertations and 2 doctoral theses — retrieved from the repositories of the Coordination for the Improvement of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTD), and the National Professional Master’s in Physics Teaching (MNPEF), defended between 2013 and 2022. The ILR followed six stages, ranging from the definition of the research question to the integrative synthesis of results, ensuring methodological rigor and analytical traceability. The findings revealed that, although widely disseminated, the Flipped Classroom is often applied in a limited way, still preserving traits of traditional teaching. This highlights the need for its intentional articulation with other methodologies and learning theories. The analysis identified as main theoretical assumptions the Theory of Meaningful Learning (Ausubel, 2003; Moreira, 2013), Constructivism (Piaget, 1976), and Sociointeractionism (Vygotsky, 1978). As methodological assumptions, the integration of the FC with Experimentation, Problem-Based Learning, and Gamification stands out. Based on these results, a Didactic Organization Model for the Flipped Classroom (MOD–FC) was developed, structured into three interdependent stages — (1) individual study, (2) collective study, and (3) small-group study — articulating Libâneo’s (2013) teaching methods, the classic model of Bergmann and Sams (2021), and the principles of Meaningful Learning. It is concluded that the Flipped Classroom cannot be regarded, in itself, as an active methodology, but rather as aform of didactic organization that, when intentionally planned, provides a favorable environment for active learning and the development of student autonomy