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Educación química

versión impresa ISSN 0187-893X

Resumen

FREITAS, Ladjane Pereira da Silva Rufino de  y  CAMPOS, Angela Fernandes. The Harvard Case Study Method mediated by the Flipped Classroom in the mobilization of knowledge in the teaching-learning of Chemistry. Educ. quím [online]. 2018, vol.29, n.3, pp.22-34. ISSN 0187-893X.  http://dx.doi.org/10.22201/fq.18708404e.2018.3.63711.

This paper presented a mini-course of the Harvard case study method as a promoter of active learning by applying and analyzing cases based on real events to future chemistry professors and other undergraduates of UFCG. It also investigated the feasibility of using conceptual maps and Facebook as tools of didactic support to teaching through cases, mediated by the inverted classroom. The theme addressed in the case, structured for this study, was related to the regional context of the students themselves. Both Conceptual Maps and Facebook presented results consistent with the expected of their applications.

Palabras llave : Chemistry teaching; Case study; Flipped classroom.

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