Development and implementation of a teaching unit based on Just-in-Time Teaching: a study on students' perceptions

Abstract In this work, we develop, implement and evaluate a didactic sequence based on the Just-in-Time Teaching active methodology. In this methodology, students perform tasks before the classroom and the teacher structures his class based on the results of activities, especially addressing the difficulties presented. The tasks, in general, are of short duration and involve, in most cases, conceptual and contextualized questions, approaching the student's daily life in different ways. Thereunto, we developed a bibliographic review on JiTT and discussed the construction of ten tasks. Afterwards, we analyzed the implementation in a Physics course undergraduate class. The results found, from the data analysis, point to a good acceptance on the part of the students, promoting the development of a study habit, especially for providing a pre-class study stage. In addition, it potentializes the classroom stage of the class, addressing specific topics. Despite these positive aspects, the excessive workload was mentioned by one student. Finally, we highlight the importance of developing, implementing and evaluating proposals, bringing up discussions that involve changing the student's perception in the teaching and learning process.