Efeitos na aprendizagem e satisfação do uso da sala de aula invertida e avaliação autêntica em matemática da universidade para estudantes de engenharia do primeiro ano
DOI:
https://doi.org/10.18800/educacion.202101.010Palavras-chave:
Classe invertida, Avaliação autêntica, Aprendizagem, Educação em engenharia, Universidade MatemáticaResumo
As altas taxas de falhas em Introdução à Matemática Universitária (IMU) levaram a presente investigação a desenvolver uma intervenção baseada na Classe Invertida e na Avaliação Autêntica para reverter essa situação. O objetivo do estudo foi avaliar o efeito da implementação dessas duas abordagens no desempenho dos alunos do primeiro ano de engenharia da IMU. Um estudo quase experimental foi realizado com um grupo de controle e intervenção, além do pré e pós-teste para medir as mudanças na aprendizagem e na satisfação do aluno. Os resultados mostraram diferenças estatisticamente significantes favoráveis à seção interveniente, refletindo uma melhoria de 18,5% nos resultados acadêmicos. Além disso, foi observada maior satisfação nesta seção, valorizando a utilidade da intervenção em contribuir em ambos os aspectos.
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