An experimentation with active methodology: Flipped classroom as a model for teaching probability

Abstract

Probability is the branch of science responsible for guiding everyday actions that demand the use of data, as well as its manipulation and interpretation for decision-making. However, a major challenge for their learning effective is to overcome mechanical and repetitive producers. It is then necessary to explore the different teaching strategies that can significantly assist in learning the concepts and processes associated with the theme. In the context, a didactic sequence was developed and applied using Hybrid Teaching as the active methodology, in particular the Flipped Classroom subcategory, to assist in the learning of Probability. Thus, we sought to enrich the pedagogical practice through a methodological approach with the integrated use of digital technologies aimed at the personalizing of teaching. The research is quantitative and qualitative, where the data collected sought to investigate the student’s performance and reactions. The results showed that the Flipped Classroom can, in fact, contribute to the learning of the proposed theme, with the development of autonomy and critical sense as well as the argumentative and socializing ability being highlighted as main contributions.