Use of the active flipped classroom methodology in teaching transition metal complexes and their use in the production system

Authors
DOI:
https://doi.org/10.47456/bjpe.v12i2.50124
Keywords:
Flipped classroom, transition metal complexes, production sector
Abstract

We present a methodological proposal for teaching chemistry based on the flipped classroom, aiming to overcome the traditional teaching model, which often demotivates students. We explore how this approach can be applied to promote greater student autonomy and active participation, using digital resources and collaborative activities. Aspects related to transition metal complexes and their applicability in the manufacturing sector were studied. Experience reports indicate that the methodology has the potential to optimize classroom time, deepen learning, and develop essential 21st-century skills, such as critical thinking and problem-solving.

Author Biographies
  1. Francisco José Mininel, Universidade Brasil
    • Francisco José Mininel, Universidade Brasil, Fernandópolis, São Paulo, Brasil.

      Possui graduação em Ciências com Habilitação em (Química e Biologia) - Faculdades de Ciências e Letras de Votuporanga (1987), mestrado em Ciências Farmacêuticas: Insumos e Medicamentos pela Universidade São Francisco (2003) e mestrado em Química com ênfase em Ensino de Química pela Universidade Estadual Paulista "Júlio de Mesquita Filho" - IQ - UNESP (2009). Possui Doutorado em Química de Produtos Naturais pela Universidade Estadual Paulista "Julio de Mesquita Filho" - IQ - UNESP- Campus de Araraquara. É coordenador/professor da Universidade Brasil. É supervisor do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) da Universidade Brasil. Tem experiência na área de Química, com ênfase em Química de Produtos Naturais e Educação Química.

  2. Silvana Márci Ximenes Mininel, Universidade Brasil

    Mestre em Química pela UNESP- Campus de Araraquara-SP. https://orcid.org/0000-0001-8718-8672

References

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Oliveira, T. E., Araujo, I. S., & Veit, E. A. (2016). Sala de aula invertida (flipped classroom): inovando as aulas de física. Física na Escola, 14. Recuperado de https://www.researchgate.net/publication/311741709

Schmitz, E. X. (2016). Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem. Recuperado de https://repositorio.ufsm.br/handle/1/12043

Cover Image
The image depicts a laboratory environment with glassware containing chemical solutions of different colors, representing experimental practices in Chemistry education. The visual composition refers to the application of active learning methodologies, particularly the flipped classroom approach, in which students take a central role in the learning process through experimentation, investigation, and knowledge construction. The laboratory elements relate to the teaching of transition metal complexes and their applications in production systems, highlighting the integration between theory and practice. At the top, the article title “Use of the Flipped Classroom Active Methodology in Teaching Transition Metal Complexes and Their Application in Production Systems” is displayed, followed by the authors Mininel, F. J., and Silvana, S. M. X. M. (2026). In the lower corner, the identification of the Brazilian Journal of Production Engineering and the journal’s ISSN are shown.
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Published
2026-05-06
Issue
Vol. 12 No. 2 (2026): Regular Issue (April - June)
Section
ENGINEERING EDUCATION
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Copyright (c) 2026 Mininel, F. J., & Silvana, S. M. X. M.

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How to Cite

Mininel, F. J., & Mininel, S. M. X. (2026). Use of the active flipped classroom methodology in teaching transition metal complexes and their use in the production system. Brazilian Journal of Production Engineering, 12(2), 52-62. https://doi.org/10.47456/bjpe.v12i2.50124