POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
Navegar
Item Integração entre atividades computacionais e experimentais como estratégia pedagógica no estudo de circuitos elétricos no ensino médio(2015-11-19) Maia, Glauco Denes Galvão; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Martins, Débora Coimbra; http://lattes.cnpq.br/1842712024021897; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302This research aims to investigate how the realization of computational and experimental activities contribute to the development of the learning process. The proposal is to work with activities that can show that it is possible to learn electrical circuits using the integration of Multisim software with experimental practices. The work is based on the Theory of Conceptual Fields, established by Gérard Vergnaud, as a theoretical framework, because it is a theory that best presents elements for analysis of the subjectin-action, the focus of our investigation. For this author, knowledge is organized into conceptual fields whose domain on the part of the learner, is happening over a long period of time, through experience, maturity and learning (MOREIRA, 2002). It is planned and applied an educational sequence, educational product, targeted to meet the characteristics of this research. The application of the sequence took place in a state school in the city of Manaus - AM, with a 3rd year high school class. The content of electrical circuits was worked using Multisim software, considered free, concomitant to the experimental practice in order to make them mutually. In all activities, instruments of data collection were used such as: responses and subjective reports of the students in the scripts of computational and experimental activities; in pre-test and post-test; in the evaluation questionnaires of teaching tools and in the evaluation questionnaire of pedagogical practice. The results show that the proposed integration between activities using Multisim and the experimental practices can provide students a better insight into the epistemological theoretical models in physics, promoting interactivity and their engagement in their own learning, transforming the classroom into an enabling environment for learning.Item Integração entre atividades computacionais e experimentais como estratégia pedagógica no estudo de circuitos elétricos no ensino médio(2015-11-19) Maia, Glauco Denes Galvão; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Martins, Débora Coimbra; http://lattes.cnpq.br/1842712024021897; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; http://repositorio.ifam.edu.br/jspui/handle/4321/837Item Site/Blog Narrativas no MPET: uma estratégia pedagógica para formação de professores no ensino tecnológico(2015-11-30) Campos, Alessandra Tomé; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; Barbosa, IerecêItem Narrativas de professores no ensino tecnológico(Instituto Federal do Amazonas, 2015-11-30) Campos, Alessandra Tomé; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Barbosa, Ierecê dos Santos; http://lattes.cnpq.br/7671831772363755This work is the result of research done in the Professional Master in Technological Education (MPET) at the Federal Institute of Education, Science and Technology (IFAMCampus Center) with the main question understanding teachers narratives in training, student and researcher in said master to obtain indicators, to be used as reference for the preparation of a resource, it can be used in training teachers process of Technological Education. Aiming to reach that goal, at first, we tried to establish a parallel between the of the researcher's life story, his experiences in the first year of MPET with the theoretical and epistemological foundations on Narrative Research subsidized by theorists like Clandinin and Connelly (2011), Ricoeur (2010), among others. Secondly, there was Discursive Textual Analysis (ATD), using as theoretical support and Galiazzi, Moraes (2011) and for an analysis of equipment, the narratives of life of teachers in training the first group of master's. As methods and techniques have been used bibliographical research works concerning the Narrative Research, teacher training and Technological Education, held natural participant observation that was adequate to the proposed objective since the researcher is part of the group of teachers, subjects research. Data collection was conducted from moments of observation of classes held in the first year of training in the MPET, the II Conference and Project Seminar from which were made field notes of descriptive and reflective type, records through photographs, sound recordings and image of said time of observation. Based on indicators emerging from this process ATD, it showed the potential of narratives in contributing to teacher training, and from there, we proceeded to the preparation of the site / blog Narratives on MPET (www.narrativasnomept.com) as a possible resource to contribute in formation process of teachers who work in Technological Education. Finally, it is expected that with the use of this resource through the development of the proposed topics and from the interaction activities, arising referrals for future research.Item Ensino de botânica: um guia didático como contribuição à formação da concepção ambiental para licenciandos de ciências biológicas(Instituto Federal do Amazonas, 2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Maria Astrid Liberato; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The teaching of botany is a fundamental tool to strengthen awareness of the use, management and conservation. The development of teaching activities in Spaces Non-Formal (ENFs) Amazon can provide significant learning processes for teaching botany, valuing biodiversity of regional plants and thus contributing to the formation of an environmental design. The research in this chapter aimed to diagnose through PPC, questionnaire to teachers and students, the perception of botanical relationship and environment in the construction of environmental design. The study was conducted at the Federal Institute of Education Science and Technology of the Amazon / IFAM through interviews with 49 students from the 2nd, 6th and 8th periods of Morphology disciplines of Superior Plant and Superior Plant Physiology, and 04 teachers, target the course of Biological Sciences Degree, checking botany and environmental design and the methods used by teachers for teaching botany. Later, there was an intervention by activity developed in ENFs. Research has indicated that the botanical knowledge developed in ENFs stimulate learning differently in the traditional way, demystifying the botany as difficult to understand as well as raise environmental design as a tool for maintaining balanced environment.Item Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.Item Mudanças climáticas globais: ensino de conceitos relacionados às MCGs em ambientes amazônicos(2015-12-04) Freitas, Marciléa Silva de; Marques, Jean Dalmo de Oliveira; Paes, Lucilene da Silva; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Candido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861Item Estratégia didática para o ensino dos conhecimentos relacionados às mudanças climáticas globais(Instituto Federal do Amazonas, 2015-12-04) Freitas, Marciléa Silva de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Candido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861Currently, we discuss a lot in the media about the Global Climate Change (GCCs), especially in the context of rising global temperature, the emission of harmful gases to the environment and water scarcity, emphasizing the interference of man the these changes. Although the weather suffered changes over the Earth's history, in all time scales, it is clear that the current change presents some different aspects. Climate change in the past were the result of natural phenomena; in turn, the greater part of the current climate change is attributable to human activity particularly over the last 50 years. The problem that gave rise to this work is linked to the importance of the Amazon, which is widely regarded in the context of GCGs, as well as the lack of teaching and learning strategies around this theme. Therefore, this study has the general objective to develop an educational strategy for the teaching and learning process on the GCCs theme, using the potential of Amazonian regional natural resources. The methodology used was action research, developed with 40 students of Degree Biological Sciences (DBS) from the IFAM and 5 teachers who work in related disciplines the research topic. From the survey results, we realize how much is emerging discuss with the academic society on the GCCs, because the impacts suffered by these changes reflect the society as a whole, and often we do not realize that we are responsible for contributing to the changes that our planet has suffered, and are necessary, in addition to behavioral changes, policy interventions committed to the society for the solution of environmental problems. So much students and teachers point out the relevance of the discussion of the knowledge of the GCCs, given the impact that involves the subject and its relation to the Amazon region in terms of conservation and preservation of natural resources to maintain and balance of life on Earth. The use of non-formal spaces (NFS) allowed arouse students' environmental awareness on the conservation and sustainable use of Amazonian ecosystems because of the potential they present to store carbon and contribution in the hydrological cycle. Didactic scripts for teaching about GCCs are important tools for the development of a satisfactory teaching-learning process in order to promote effective science education contextualized to the regional and global reality. The development of educational tools, has proved effective in driving to achieve the proposed objective, encouraging other teachers to use new educational strategies.Item Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463The current situation of the Brazilian science education is not good, given that whenever a story is conveyed in educational journals such as the Journal School (2014) faced with a distant reality of the reality of some countries in view our performance in the final round of PISA (2006) verified that the discipline of natural sciences. Generally the teaching of natural sciences is confused with teaching just biology, and forgotten the areas of astronomy, physics and chemistry, as we find ourselves PCNEF (2012). In this work we rescued a teaching and learning theory that revolutionized the American education in the 60 Teaching by discovering Jerome Bruner and his proposal of a curriculum spiral format, where each content is proposed superficially and deeper according to the student learning, we will seek that the student becomes the center of each classroom and that exists in each class not only spectators, but builders of knowledge through teaching by discovery. The SOLO taxonomy (Structure Of The Observed Learning Outcome) provide in each class a constructive alignment between the expected learning outcomes, the method and the resources used for teaching and verification of what has been learned through short quizzes, having a reinforcement of content throughout the process of teaching and learning. When in the classroom we apply grounded in the SOLO taxonomy scripts that will be divided into 50-minute lessons presented to students the principles of electrification and the electrification processes: friction, contact and induction. Each activity will be developed individually or in motivating staff always seeking the student build their own knowledge having with guiding the teacher in the classroom. However it is essential that the reader does not understand this project as savior of physical education for elementary schools, as there are some research in this educational line, of course not on the constructive planning, for example, (Terrimar Ignacio Pasqualetto, 2011), as well other methods can be used, but it is clear that the constructive alignment and teaching by discovery are very good teaching strategies when applied in physics teaching.Item Um ensino de eletrostática planejado construtivamente para o 9º ano(2015-12-15) Ramos, Willian Miguel Pereira; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Alves, Marcos Veríssimo; http://lattes.cnpq.br/2819002798313342; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; http://repositorio.ifam.edu.br/jspui/handle/4321/888Item O ensino de óptica geométrica por meio dos problemas de visão e as lentes corretoras: uma unidade de ensino no contexto da educação inclusiva para surdos(2015-12-15) Picanço, Lucas Teixeira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gomes Júnior, Samuel Rodrigues; http://lattes.cnpq.br/5378862551193401; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599Nowadays, the educational inclusion of deaf students in regular schools has been more and more evident on the national scene, because this issue has a huge relevance in the achievement of a more fair and egalitarian society for all. Therefore, the teaching of Physics could not be out of that social and political movement that we are experiencing, and lined in this perspective, this searching work has as a goal to relate the development and implementation of of a Significant Potentially Teaching Unit turned to an inclusive environment, on the ambit of the Meaningful Learning on the physics knowledge, for non-deaf and deaf students. In this process, it was elaborated a didactic material for the teaching of some concepts of geometrical optics by theme "the vision problems and corrective lenses". And it was opted as an orientation the Meaningful Learning Theory, the SOLO taxonomy, the principles of Inclusive Education and the Education of Deaf Ones on the bilingual perspective. From the implementation of a Education Unit, it was possible to check evidences of Meaningful Learning of geometrical optics which refers to the main vision problems and the functioning of the spherical lenses. As a conclusion, it is recommended that the teaching of Physics for deaf students can be developed through a visual pedagogy which answers minutely the cultural and linguistic differences of those students, that way giving emphasis to visual resources such as videos, simple experiments and interactive programsItem O ensino de óptica geométrica por meio dos problemas de visão e as lentes corretoras: uma unidade de ensino no contexto da educação inclusiva para surdos(2015-12-15) Picanço, Lucas Teixeira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gomes Júnior, Samuel Rodrigues; http://lattes.cnpq.br/5378862551193401; http://repositorio.ifam.edu.br/jspui/handle/4321/439Item A formação de professores para o ensino profissional e tecnológico mediado pela metodologia por competências a partir dos anos 70(Instituto Federal do Amazonas, 2015-12-18) Andrade, Maria do Carmo Ferreira de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Aguiar, José Vicente de Souza; http://lattes.cnpq.br/9130080603912569; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617This dissertation studies Teachers Training on Professional and Technological Education mediated by the Abilities Methodology in Brazil, starting in the 70’s. We will research Teachers Training on this area with its regulations and benchmarks in Brazil’s legislation, analyzing relevant bibliography to its implementation. In order to find traces of the theme we covered its history and the starting point of Professional Education which was the creation of the “Escola de Aprendizes Artíficies” by the Federal Government that established free professional education in all the capitals of the Brazilian states. The organic laws that created the “S” system with the law 4.048 from January 22nd, 1942. The reform of elementary and middle schools with the law 5.692 from August 11th, 1971 and the professional and technical education. The creation of the Federal Network of Professional Education, Science and Technology that creates the Institutes of Education, Science and Technology with the law 11.892 from December 29th, 2008. We focused on looking deep into the origin and defenitions the term “skills” and the teaching trough skills in the industrial era in Brazil and other countries since the 90’s. To clarify the implementation and functionality we searched for experiences in SENAIs schools in the state of Santa Catarina and its usage in a school in the regional department of the state of Amazonas in Manaus. These experiences proved the effectiveness and quality of learning when the teaching of “learning doing it” is an expression of the same branch, theory and practice speak the same language in the mobilization of knowledge. We point out that to establish the Abilities Methodology by the teacher, students and schools its necessary its appropriation intrinsically and extrinsically given the conditions to knowledge and development of the scientific spirit of the proposal. It’s the schools commitment to involve itself in the search for knowledge providing above all to the teachers technical, scientific and pedagogical training. As a result of this research we developed and implemented a Learning Situation script of conflict management in classrooms for teachers training mediated by the Abilities Methodology.Item Roteiro para elaboração de situação de aprendizagem(2015-12-18) Andrade, Maria do Carmo Ferreira de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Aguiar, José Vicente de Souza; http://lattes.cnpq.br/9130080603912569; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617Item O uso do programa scratch na abordagem dos conceitos iniciais de cinemática para alunos do 1º ano do ensino médio(2016-02-05) Farias, Fabrício de Oliveira; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei de Souza; Perez, Silvana; http://lattes.cnpq.br/3585326481456738In this work we present a study on the use of animations in teaching activities in physical education, referring to the initial concepts of kinematics. The objective of this research is to apply the initial concepts of kinematics that is studied in the 1st year of high school more dynamic, contextualized and with the help of a software, but with the participation of students in order to make the enhanced learning. Scratch program will feature the technology (software) used to mediate the teaching of initial concepts of kinematics and become the most promising learning. The activities proposed in this study are based on the constructivist theory of Jerome Bruner which considers education for discovery and a proposed curriculum spiral format in which the content is proposed for surface and in-depth manner according to student learning. The participants were twelve students in a class of 1st year of high school of electrical engineering course in reliance belonging to the Federal Institute of Amazonas, Manaus-center campus. The instruments of data collection of this research were a pretest, two lists of exercises as the class script, a post test and two educational-methodological questionnaires. The conclusions derived from the vision of the students point out that the study of the initial concepts of kinematics, using animations and predefined physical concepts: (i) approached the theoretical knowledge of physics with everyday life, promoting learning, (ii) provided connections between the problem situations presented in the animations and physical content through interactivity, (iii) They aroused the pleasure of learning, and (iv) had innovative character, making interesting physics classes and different traditional classes. It is noteworthy that the vast majority of students considered useful lessons from this approach, and that the conceptual difficulties decreased intensely.Item O uso do programa Scratch na abordagem dos conceitos iniciais de cinemática para alunos do 1º ano do ensino médio(2016-02-05) Farias, Fabrício de Oliveira; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Amazonas, Márcio Andrei de Souza; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; http://repositorio.ifam.edu.br/jspui/handle/4321/578Item Sequência didática sobre os conceitos e fenômenos físicos relacionados com os eventos atmosféricos e meteorológicos para o ensino de física no 2º ano do ensino médio do município de Tefé(2016-02-15) Bacelar, Reginaldo José Gonçalves; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599This paper proposes a teaching tool, based on the construction of a Rain Gauge from alternative materials, in order to facilitate meaningful learning, allowing high school students to understand the concepts and physical phenomena and their relationship to the main phenomena atmospheric and weather with the problem of how to contextualize the process of teaching learning of the main meteorological phenomena in the thematic area of the curriculum component of Physics Heat and Temperature, as the rain and its cycles, pressure, volume, maximum and minimum temperature, relative humidity donate. The product of this work is the development of a didactic sequence composed of teaching strategies as viewing videos, scientific texts, reading popular science articles and reconstruction of two physics experiments for data collection by students and discussion in group mode the physics teachers that teach the sophomore high school students can use in the classroom, in relation to the thematic area temperature and heat so that they can make the content from the previous knowledge of students and their importance in the region where they live. The methodological approach was guided by the theory of meaningful learning or assimilative of David Ausubel and the proposal is in line with the curriculum reform, established by the National Curriculum Guidelines for Secondary Education (PCNEM), suggesting a focused teaching to train entered citizens in society. We also highlight that were essential for the development of the didactic sequence: the application of investigative questionnaires for students and teacher classroom holder in which we identify the prior knowledge of the main atmospheric phenomena that enabled us to verify the conceptual changes of students in relation to the axis theme mentioned above.Item Sequência didática sobre os conceitos e fenômenos físicos relacionados com os eventos atmosféricos e meteorológicos para o ensino de física no 2º ano do ensino médio do município de Tefé(2016-02-15) Bacelar, Reginaldo José Gonçalves; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Perez, Silvana; http://lattes.cnpq.br/3585326481456738; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; http://repositorio.ifam.edu.br/jspui/handle/4321/890Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692; http://repositorio.ifam.edu.br/jspui/handle/4321/444Item Movimento circular uniforme: aprendizagem pelo modelo da sala de aula invertida (Flipped Classroom)(2016-02-15) Barbosa, Paulo Cesar Puga; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Nunes, Wagner Antônio da Silva; http://lattes.cnpq.br/0253265789709463; Litaiff, Fabian Cardoso; http://lattes.cnpq.br/9589155356379692This work produced a planning guide for learning the uniform circular motion from the inverted classroom model (flipped classroom). The study was conducted at the Instituto Federal de Educação, Ciência e Tecnologia (IFAM) - Campus Manaus Zona Leste with a group of first year of the integrated technical education with the average. The experience of the class with the uniform rectilinear movement classes and uniformly varied rectilinear motion by the traditional method of teaching physics was important for the application of this research. Thus, the uniform circular motion of the flipped classroom teaching through the structure that broke with the students knew. To apply this method with students used the proposal developed in the e-book of spanish teacheres: Alicia Diez, Javier Tourón and Raúl Santiago. The educational product of this work is the result of the account of my experience with the flipped classroom. In the first part of the educational product, will be fully explained to the teacher working with educational technology tool EDpuzzle and guide their students in the use of it. In the second part, the most important, the teacher will have a lesson plan together scripts for the activities in the classroom. The development of the educational product was made in the light of Bloom's Taxonomy, which guided the definition of learning objectives and also helped to choose which the most appropriate technological tools to achieve these goals. The final comments of feedback show the acceptance of the flipped classroom unanimously by all students and proves the failure of the traditional education system.