Flipped classroom: an approach to teaching optical isomerism through the context of protein supplementation

Abstract

New teaching approaches to gain prominence in the educational scenario aiming at overcoming pedagogical practices with a predominantly traditional focus on science teaching, such as an active methodology as the flipped classroom. In this way, this work aimed to use this methodology in the introduction of aspects of optical isomerism, through the theme of protein supplementation, in high school classes. The proposal involved recording, editing and sharing audiovisual media besides the application of exercises and a problem-situation involving the context of maintaining physical health and protein supplementation that occurs for those who practice activities in gyms. Students developed active participation in the teaching and learning process, understanding new scientific concepts, as well as mobilizing other prior knowledge. Thus, there is an exclusion of the inverted classroom as an active methodology in promoting a critical and flexible view of knowledge.