Aplicación trietápica del flipped learning en el área de las ciencias

  1. Santiago Pozo-Sánchez 1
  2. Jesús López-Belmonte 1
  3. Arturo Fuentes-Cabrera 1
  4. Juan A. López-Núñez 1
  1. 1 Universidad de Granada, España
Journal:
Campus Virtuales

ISSN: 2255-1514

Year of publication: 2021

Volume: 10

Issue: 1

Pages: 35-47

Type: Article

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Abstract

The applicability of flipped learning for the teaching of environmental awareness has been analyzed in comparison with a traditional methodology based on a stratified three-stage analysis (primary, secondary and higher education) in the subjects of Nature Sciences, Biology and Geology, and Teaching experimental sciences. This is an experimental, quantitative, descriptive and correlational study that uses an ad hoc questionnaire on 180 students. Compared to traditional methodology, environmental teaching through flipped learning favors attitudinal-procedural aspects such as participation, autonomy, critical-analytical thinking, divergent thinking and resolving capacity, in addition to interactive-consecutive aspects such as interaction, temporary use, environmental competence and qualifications.

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