FLIPPED CLASSROOM IN SCIENCE TEACHING: AN INNOVATIVE STRATEGY FOR ACTIVE LEARNING DEVELOPMENT

Abstract

This article aimed to analyze the potential of the flipped classroom methodology in science teaching, highlighting its contribution to the development of active learning and student autonomy. The research was qualitative and bibliographic in nature, based on contemporary authors and classic works in education. Studies published between 2018 and 2024 were analyzed, focusing on pedagogical transformations and the use of digital technologies in the school context. The results showed that the flipped classroom promotes student participation, stimulates critical thinking, enhances classroom interactions, and redefines the teacher’s role. It was also found that the main challenges involve teacher training, students' adaptation to the new model, and the need for equitable access to technologies. It is concluded that the methodology represents a feasible and powerful path to make science teaching more dynamic, reflective, and connected to contemporary demands.