Resumen

FREITAS, Augusto Gonzaga Oliveira de; IRALA, Valesca Brasil  y  BORDIN, Daniela Maciel. The challenges of teaching Chemistry in the COVID-19 pandemic: the flipped classroom methodology adapted for virtual mode in Brazil. Educ. quím [online]. 2021, vol.32, n.4, pp.6-22.  Epub 28-Feb-2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.5.78169.

The arrival of the COVID-19 pandemic imposed a series of restrictions on a global scale. A new social dynamic had to be adopted around the world, in an attempt to contain its effects. Teaching activities, as it could not be otherwise, also had to be adapted to totally virtual reality, as a result of the need for social distance. One of the main challenges was to implement virtual teaching in a way that reached the entire academic community. Since then, different methodologies have been adopted to meet the demands of the most varied contexts. In this manuscript we report the use of the flipped classroom methodology in two General Chemistry classes, adapted to the virtual modality, in the context of a Brazilian federal university. The students’ perception of the methodology and the tutorial work developed in one of the classes was evaluated. The results show that the flipped classroom can be adapted to fully virtual reality, being favored in various ways by tutoring work.

Palabras llave : flipped classroom; pandemic; active methodology; virtual teaching.

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