Tasks for Flipped Classroom: teaching experience report with on-line homework in physics course
DOI:
https://doi.org/10.5007/2175-7941.2020v37n2p730Abstract
Homework has always been present in Physics Courses; both in high-school and higher education. Active methodologies gave it new functions. Despite this, home study have received little attention in empirical research papers or teacher’s journal writing. In the present experience report, we describe the usage in two academic years of on-line homework for flipped classrooms with five 11th grade classes at a federal public school located in Belo Horizonte. The account includes: precedents for this initiative; the school context details; reflexive-analytical considerations; instance of one homework’s development and implementation; evaluation of the initiative based on response rates to homework and surveys about its acceptance. This evaluation showed us that, although uninterested in homework, the students were engaged in its accomplishment. We infer that their engagement stems from the work of the team of teachers and the ability of these to convince students of the importance of homework for learning physics.
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