Sesion Júnior, Paulo DantasMedeiros, Leandro Arrilton de2019-11-272019-11-272019-06-26MEDEIROS, Leandro Arrilton de. Sala de aula invertida: uma proposta de sequência didática no ensino de ondulatória. 2019. 105f. Dissertação (Mestrado Profissional em Ensino de Física em Rede Nacional) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2019.https://repositorio.ufrn.br/jspui/handle/123456789/28060Teaching physics has been an arduous task and considering this difficulty the present work seeks to expose the development of alternative methodologies to solve this problem. It is a research applied in Wave Teaching where the inverted classroom methodology was applied, which aims to work the teaching in a collaborative perspective, thus making the learning more meaningful. The elaboration of this project was based on Vigotsky's theory with the levels of development in the teaching and learning process and the Peer Instruction method based on Eric Mazur's theory. The project was implemented in second year high school classes. In class A, the inverted classroom methodology was applied using some technological tools such as: Youtube video lessons, Plickers application, Google forms and Google classroom - they were used as a subsidy for three didactic sequences used in the teaching of waves. In class B, the traditional methodology was applied. This distinct process between the two classes aimed to investigate the efficiency of the inverted classroom methodology. After class, it was observed through the students' feedback and written evaluation that class A had better performance compared to class B. The project was valid since it could contribute with a new vision of Wave teaching.Acesso AbertoOndasSala de aula invertidaMétodo PeerInstructionEnsino híbrido e sequência didáticamasterThesisCNPQ::CIENCIAS EXATAS E DA TERRA::FISICA