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Mediating the learning of electrical circuits in the field of Physics teaching is challenging, requiring high abstraction skills from the student and innovative didactics from the teacher. The objective of this paper is to propose a reflexive teaching unit on electrical circuits for high school students, adequate to Brazil’s current national curriculum standards. The proposal is based on the use of the flipped classroom model in the light of Lev Vygotsky’s cognitive development theory, both in the social perspective of students in classroom and in their activities outside the school premises. Different methodological teaching strategies were used in order to foster situations in which students are the protagonists of their own learning, while consciously and consistently exploring their potential. As a result, at the end of the proposed teaching unit, the students are expected to be able to recognize and associate the concepts studied with practical situations of their daily lives. In addition, it is expected that the students would have acquired autonomy in their learning processes and developed social and cognitive skills, as well as would be able to create graphic and mental models on the operation and application of electrical circuits. |
