Personalizar a aprendizagem com a utilização do método de ensino híbrido, em seu modelo de rotação, especificamente com a utilização da sala de aula invertida, por meio do desenvolvimento de uma apostila de física moderna, google classroom, simuladores virtuais e webquiz

Abstract

In this dissertation, we will deal with pedagogical theories that guide a hybrid teaching methodology, such as Ausubel constructivism, a theory of multiple intelligences, a learning pyramid and a pedagogical theory of content knowledge. The teaching was personalized through the hybrid teaching method in its inverted classroom model. We thus analyze how to use the hybrid method in order to obtain best results of the teaching process throughout the course of physics, especially for the introduction to modern physics, where both programs are necessary for the development of physics in the twentieth century. For this it was done a survey was aimed to detected the students´ prior knowledge and their perspective on classical teaching method commonly available to them. In the same way, we seek to understand the most common and powerful options on the use of technologies and media. We separated two groups, which were submitted to the same content, one in a classical way and another the hybrid teaching methodology, then were evaluated in a unique way and their performances confronted to verify the feasibility of the hybrid teaching personalization and the use of digital technologies in the process educational.