Influence of the flipped classroom in the scientific training of pre-service teachers: benefits in the teaching-learning process, attitudes and expectations towards science
Abstract
The flipped classroom is increasingly popular in the university environment, but its implications have not yet been fully analyzed. We study in this work how the application of the inverted class influences the teaching-learning process itself and its results, specifically in the scientific training of pre-service teachers. The study has been carried out in the context of the subject of Matter and Energy Sciences in three degrees related to the training of Teachers in Primary Education and covers more than 400 students. The key elements for a successful implementation of the inverted class are highlighted, didactic objectives essential for meaningful learning of Experimental Sciences are included, and the benefits achieved during the process are analyzed. Thus, significant improvements have been found in academic results in the most of the groups analyzed, and an overall benefit in the development of positive attitudes towards science, in their ability to metacognition and in their expectations as future science teachers.
Downloads
References
Aguilera-Ruiz, C., Manzano-León, A., Martínez-Moreno, I., Lozano-Segura, M.C. y Casiano Yanicelli, C. (2017). El modelo flipped classroom. International Journal of Developmental and Educational Psychology, 4(1), 261-266. https://doi.org/10.17060/ijodaep.2017.n1.v4.1055
Alonso Tapia, J. (1998). Motivación y aprendizaje en el aula: cómo enseñar a pensar. Santillana.
Arshad, K. y Imran, M. A. (2013). Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. Compass: Journal of Learning and Teaching, 4(7), 1-13. https://doi.org/10.21100/compass.v4i7.84
Bergmann, J. y Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Biggs, J., Kember, D. y Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British journal of educational psychology, 71(1), 133-149. https://doi.org/10.1348/000709901158433
Bisquerra, R. y Pérez-Escoda, N. (2015). ¿Pueden las escalas Likert aumentar en sensibilidad? REIRE. Revista d'Innovació i Recerca en Educació, 8(2), 129-147. https://doi.org/10.1344/reire2015.8.2828
Campanario, J. M. y Otero, J. (2000). Más allá de las ideas previas como dificultades de aprendizaje: las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de Ciencias. Enseñanza de las Ciencias: revista de investigación y experiencias didácticas, 18(2), 155-169.
Cochran-Smith, M. y Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Dávila Acedo, M. A., Borrachero Cortés, A. B., Martínez Borreguero, M. G. y Sánchez Martín, J. (2015). Evolución de las emociones que experimentan los estudiantes del grado de maestro en educación primaria, en didáctica de la materia y la energía. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 12(3), 550-564. https://doi.org/10498/17609
del Arco Bravo, I., Flores Alarcia, O. y Silva García, P. (2019). El desarrollo del modelo flipped classroom en la universidad: impacto de su implementación desde la voz del estudiantado. Revista de Investigación Educativa, 37(2), 451-469. https://doi.org/10.6018/rie.37.1.327831
García Barrera, A. (2013). El aula inversa: cambiando la respuesta a las necesidades de los estudiantes. Avances en supervisión educativa, (19), 1-8. https://doi.org/10.23824/ase.v0i19.118
García Duncan, T. y McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
González-Gómez, D., Jeong, J. S., Cañada-Cañada, F. y Gallego Picó, A. (2017). La enseñanza de contenidos científicos a través de un modelo “Flipped”: Propuesta de instrucción para estudiantes del Grado de Educación Primaria. Enseñanza de las Ciencias: revista de investigación y experiencias didácticas, 35(2), 71-87. https://doi.org/10.5565/rev/ensciencias.2233
Hamdan, N., McKnight, P. E., McKnight, K. y Arfstrom, K.M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Flipped Learning Network. 3-20. http://researchnetwork.pearson.com/wpcontent/uploads/WhitePaper_FlippedLearning.pdf
Hinojo Lucena, F. J., Aznar Díaz, I., Romero Rodríguez, J. M., y Marín Marín, J. A. (2019). Influencia del aula invertida en el rendimiento académico. Una revisión sistemática. Campus Virtuales, 8(1), 9-18. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/384
Loewenthal, K. M. y Lewis, C. A. (2018). An introduction to psychological tests and scales. Psychology press. https://doi.org/10.4324/9781315782980
Lupión-Cobos, T. L., Franco-Mariscal, A. J. y Girón Gambero, J. R. (2019). Predictores de vocación en Ciencia y Tecnología en jóvenes: Estudio de casos sobre percepciones de alumnado de secundaria y la influencia de participar en experiencias educativas innovadoras. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16(3) 3102-3123. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i3.3102
Martín, R. D. y Tourón, J. (2017). El enfoque flipped learning en estudios de magisterio: percepción de los alumnos. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 187-211. https://doi.org/10.5944/ried.20.2.17704
Mengual Andrés, S., López Belmonte, J., Fuentes Cabrera, A., y Pozo Sánchez, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1. 23(1), 75-101. https://doi.org/10.5944/educxx1.23840
Miller, A. (February 24, 2012). Five Best Practices for the Flipped Classroom. Edutopia. Posted online. http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Nielsen, L. (2012). Five reasons I'm not flipping over the flipped classroom. Technology & Learning, 32(10), 10-46.
Prieto Martín, A. (2017). Flipped Learning: aplicar el modelo de aprendizaje inverso. Narcea Ediciones.
Salinas Martínez, N. P. y Quintero Rodríguez, E. (2018). A hybrid and flipped version of an introductory mathematics course for higher education. Journal of Education for Teaching, 44(1), 112-117. https://doi.org/10.1080/02607476.2018.1422616
Sola Martínez, T., Aznar Díaz, I., Romero Rodríguez, J. M. y Rodríguez-García, A. M. (2019). Eficacia del método Flipped Classroom en la Universidad: Meta-análisis de la producción científica de impacto. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(1), 25-38. https://doi.org/10.15366/reice2019.17.1.002
Tourón, J., y Santiago, R. (2015). El modelo Flipped Learning y el desarrollo del talento en la escuela: Flipped Learning model and the development of talent at school. Revista de Educación, 368, 196-231. https://doi.org/10.4438/1988-592X-RE-2015-368-288
Vázquez-Alonso, Á. y Manassero-Mas, M. A. (2015). Hacia una formación inicial del profesorado de ciencias basada en la investigación. Revista Española de Pedagogía, (261), 343-363.
Yilmaz, R. M. y Baydas, O. (2017). An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom. Educational Technology Research and Development, 65(6), 1547-1567. https://doi.org/10.1007/s11423-017-9534-1
Zaunuddin, Z. y Halili, S.H. (2016). Flipped classroom research and trends from different fields of study. The international review of research in open and distributed learning, 17(3), 313-340. https://doi.org/10.19173/irrodl.v17i3.2274
Copyright (c) 2021 Journal of Educational Research
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.