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Cited by 11

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La enseñanza de contenidos científicos a través de un modelo “Flipped”: Propuesta de instrucción para estudiantes del Grado de Educación Primaria

González-Gómez, David, Jeong, Jin Su, Cañada-Cañada, Florentina, Gallego Picó, Alejandrina·2017·Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas
DOI 10.5565/rev/ensciencias.2233
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Abstract

La metodología de instrucción invertida o «flipped-classroom» constituye un modo de aprendizaje en el cual se invierte el formato tradicional de una clase. En esta metodología, las clases magistrales se imparten «fuera del aula», así el tiempo que el estudiante permanece en el aula se emplea para realizar actividades de aprendizaje más centradas en el alumno, tales como resolución de problemas / casos prácticos, discusiones y trabajo colaborativo. En esta investigación se lleva a cabo un estudio comparativo entre los resultados de aprendizaje y percepción de un grupo de estudiantes del Grado de Educación Primaria hacia los contenidos científicos trabajados. Los resultados preliminares de este estudio indican que los estudiantes que siguieron la metodología flipped lograron mejores resultados de aprendizaje y una mejor percepción tanto hacia el contenido como hacia la metodología.

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Fig. 1 Frecuencia de repetición de las palabras más usadas para definir la metodología seguida y los contenidos trabajados tanto en el grupo control (MIT) como en el grupo experimental (MII). El gráfico solo resume las cinco palabras más frecuentes.
Fig. 1 Frecuencia de repetición de las palabras más usadas para definir la metodología seguida y los contenidos trabajados tanto en el grupo control (MIT) como en el grupo experimental (MII). El gráfico solo resume las cinco palabras más frecuentes.CC-BY · From the PDF

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Cited by

Metadata

Authors
González-Gómez, D., Jeong, J. S., Cañada-Cañada, F., & Gallego Picó, A.
ORCID
Venue
Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas
Publisher
Universitat Autonoma de Barcelona
Published
2017-06-07
Volume
35
Issue
2
Pages
71-87
ISSN
  • 2174-6486
  • 0212-4521
DOI
10.5565/rev/ensciencias.2233
Cited by
11
References
2
Licence
creativecommons.org/licenses/by/4.0 (unspecified)

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