Sequência didática significativa para o ensino de eletromagnetismo: uma proposta utilizando a Sala de Aula Invertida e Inteligência Artificial

Abstract

Technology has been present in people's daily lives since childhood, becoming an essential element in modern life. However, its inclusion in the school environment still faces some resistance from some educators. This work proposes a didactic sequence based on the Flipped Classroom methodology, using Artificial Intelligence as a teaching-learning tool. The objective is to assist Physics teachers in adopting new technologies, awaken students' interest in the subject and promote more effective learning. The didactic sequence was applied to the teaching of electromagnetism and is based on David Ausubel's Theory of Meaningful Learning, which highlights the importance of anchoring new knowledge in previous cognitive structures. In this context, students previously accessed the content at home through the ChatGPT platform, formulating questions and sharing their answers in the classroom. The teacher, mediating the process, guided the critical analysis of the information and promoted activities such as exercises, laboratory practices, group discussions and the construction of conceptual maps, favoring the processes of progressive differentiation and integrative reconciliation. The research was conducted in a third-grade class of a state school in Paraíba, while four other classes, which followed the traditional methodology, served as a comparison group. To assess the effectiveness of the proposal, diagnostic assessments were applied at three different times: immediately after the content was covered, two months later, and one year after the first application. The class that used the educational product maintained an average of over six points in all assessments, demonstrating retention and consolidation of knowledge. In addition, it obtained an average bimonthly performance also above six points, while the other classes, which followed the traditional teaching method, obtained significantly lower averages. The results show that technology, when used in a planned manner and mediated by the teacher, can enhance meaningful learning, making teaching more dynamic, contextualized, and effective. The educational product developed in this study demonstrates the potential to support teachers in implementing innovative methodologies, contributing to a more attractive and efficient teaching of Physics.