Flipped classroom adapted to face-to-face and remote teaching

case study in chemistry teaching

Abstract

This article analyzed the impacts of applying the flipped classroom methodology on students' performance in activities and tests during undergraduate chemistry teaching at a higher education institution in Natal, Rio Grande do Norte. The active methodology was applied to classes in periods that occurred before, during, and after remote classes, which happened as a result of the covid-19 pandemic. The objective was to evaluate students' performance in the teaching-learning process by comparing the results of applying the flipped classroom modality with traditional classes. This is a case study with a descriptive and explanatory approach, with a quantitative analysis of collected data. It was possible to verify that the performance of students in flipped classroom teaching was higher than the performance of classes with traditional methodologies. The study also proved that face-to-face meetings with teachers and colleagues promote better results than remote meetings. The application of the flipped classroom methodology, in face-to-face and remote scenarios, opens up possibilities for adapted methodologies in hybrid teaching and distance learning, also favoring classes with deficiencies in learning more complex content, such as chemistry.