Aplicación trietápica del flipped learning en el área de las ciencias. (Spanish)

Three-stage application of flipped learning in the area of science. (English)

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. [ABSTRACT FROM AUTHOR]

Se ha analizado la aplicabilidad del flipped learning para la enseñanza de la conciencia medioambiental en comparación con una metodología tradicional a partir de un análisis trietápico estratificado (educación primaria, secundaria y superior) en las asignaturas de Ciencias de la naturaleza, biología y geología, y didáctica de las Ciencias Experimentales. Se trata de un estudio cuantitativo, descriptivo y correlacional de corte experimental que emplea un cuestionario ad hoc sobre 180 estudiantes. En comparación con la metodología tradicional, la enseñanza medioambiental mediante flipped learning favorece aspectos actitudinales-procedimentales como la participación, la autonomía, el pensamiento crítico-analítico, el pensamiento divergente y la capacidad resolutiva, además de aspectos interactivos-consecutivos como la interacción, el aprovechamiento temporal, la competencia medioambiental y las calificaciones. [ABSTRACT FROM AUTHOR]

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