Main Article Content
The teaching of modern physics at the school level has been a challenge that has not yet been overcome. Among some of the difficulties are: lack of teacher preparation to address these issues; little or no transfer of conceptual change; difficulty in making an efficient didactic transposition; low motivation for learning. Thus, in the present work, we report the evaluation process on the incidence of didactic sequences based on the inverted classroom (Flipped Classroom), in the learning of basic concepts of special relativity in eleventh grade students (ages between 14 and 17 years old). The theoretical approach is based on the postulates of cognitivist and constructivist psychological theories of learning. The methodology used was complementary, with a quasi-experimental design with a control group, complemented with an analysis of emerging narratives on the educational experience. Among the results found, the following stand out: it was evidenced that, through the implementation of didactic sequences based on the gradual transfer of learning, the students demonstrated the development of competences related to the learning of Modern Physics; which gives way to demonstrate the need and the possibility of incorporating these topics in the national curricular designs.