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

  1. González-Gómez, David 3
  2. Jeong, Jin Su 2
  3. Cañada-Cañada, Florentina 3
  4. Gallego Picó, Alejandrina 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  3. 3 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

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Revista:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Año de publicación: 2017

Volumen: 35

Número: 2

Páginas: 71-87

Tipo: Artículo

DOI: 10.5565/REV/ENSCIENCIAS.2233 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Objetivos de desarrollo sostenible

Resumen

La metodologia d'instrucció invertida o «flipped-classroom» constitueix una manera d'aprenentatge en el qual s'inverteix el format tradicional d'una classe. En aquesta metodologia, les classes magistrals s'imparteixen «fora de l'aula», així el temps que l'estudiant roman a l'aula s'empra per realitzar activitats d'aprenentatge més centrades en l'alumne, tals com a resolució de problemes / casos pràctics, discussions i treball col·laboratiu. En aquesta recerca es duu a terme un estudi comparatiu entre els resultats d'aprenentatge i percepció d'un grup d'estudiants del Grau d'Educació Primària cap als continguts científics treballats. Els resultats preliminars d'aquest estudi indiquen que els estudiants que van seguir la metodologia flipped van aconseguir millors resultats d'aprenentatge i una millor percepció tant cap al contingut com cap a la metodologia.

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Información de financiación

Este trabajo ha sido financiado por los proyectos de investigación Proyecto EDU2016-77007-R (AEI/FEDER, UE) y ayuda a grupos GR15009 (Junta de Extremadura y FEDER). Jin Su Jeong agradece al programa Juan de la Cierva Formación (JDC-2015) por su financiación.

Financiadores

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Fuente de los datos: Dialnet