Produção científica de aprendizagem invertida e sala de aula invertida em Web of Science
DOI:
https://doi.org/10.35699/1983-3652.2021.26266Palavras-chave:
Estudo bibliométrico, Aprendizagem invertida, Sala de aula invertida, Análise de co-palavras, Banco de dados da Web of ScienceResumo
O objetivo deste estudo é conhecer a produção científica dos termos flipped learning (aprendizagem investida) e flipped classroom (sala de aula invertida) na literatura especializada, determinando sua evolução conceitual, os temas mais relevantes e os autores mais prolíficos. Foi realizado um estudo bibliométrico apoiado por uma análise estrutural e dinâmica de co-palavras. Ambos os termos foram analisados na Web of Science, relatando 2.968 documentos e observando uma produção muito maior na sala de aula invertida. Apesar de ambas as terminologias serem frequentemente utilizadas como sinônimos, na comunidade científica elas se diferenciam, observando diferentes tendências e campos de estudo de acordo com o conceito. Os resultados podem promover a busca por um consenso terminológico que delimite claramente a área de abrangência de cada conceito.
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