SALA DE AULA INVERTIDA ARTICULADA À TAXONOMIA DE BLOOM NA ABORDAGEM DOS CONTEÚDOS DE ASTRONOMIA: Um estudo de caso nos anos finais do Ensino Fundamental em uma escola pública do Maranhão

Abstract

The research entitled Flipped Classroom Articulated with Bloom's Taxonomy in the Approach to Astronomy Content: A Case Study in the Final Years of Elementary School in a Public School in Maranhão investigated the challenges, difficulties, and possibilities related to new teaching practices and strategies. The central research question was: How does the flipped classroom, articulated with Bloom's Taxonomy, impact teaching practices in the approach to Astronomy content in the final years of Elementary School? Based on this question, the main objective was to analyze how the flipped classroom, articulated with Bloom's Taxonomy, impacts the approach to this content. The general objective was to analyze how the flipped classroom, articulated with Bloom's Taxonomy, contributes to the approach to Astronomy content in the final years of Elementary School. The specific objectives were: to investigate the impact of active methodologies on teaching practices, with an emphasis on the flipped classroom articulated with Bloom's Taxonomy; to assess the level of teachers' knowledge at Centro de Ensino João Paulo II regarding active methodologies, focusing on the flipped classroom and Bloom's Taxonomy; to understand how the use of Bloom’s Taxonomy in the flipped classroom methodology can help mitigate gaps in Astronomy education at Centro de Ensino João Paulo II; and to produce a digital guide with guidelines for planning and implementing the flipped classroom methodology in Astronomy education. As for the methodology, the following classification was adopted: regarding data collection, mixed questionnaires and semi-structured interviews were used; regarding the approach, qualitative; regarding the purpose, applied; regarding the objectives, exploratory and descriptive; and regarding the procedures, bibliographic research and case study. The educational product consisted of a digital booklet with didactic sequences and guidelines for planning and implementing the active flipped classroom methodology articulated with Bloom’s Taxonomy, aiming to support the teaching and learning processes of Astronomy content. As a result of the investigation, it was concluded that, although there are still limitations in the application of active methods and gaps in continuing teacher education on the topic, when employed in teaching and learning processes, the analyzed approach proves to be a promising and effective pedagogical strategy to promote student engagement, protagonism, and autonomy, enhancing the active construction of knowledge.