Impacto del aula invertida durante el proceso educativo sobre las derivadas

Salas-Rueda, Ricardo-Adán; Lugo-García, José-Luis

doi:10.21071/edmetic.v8i1.9542

Cited by 22 publications

(17 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This teaching method enhances the role of the student, who determines and guides his or her own training autonomously [20,21]. The student can access the didactic contents, provided that he or she has a mobile device with Internet access, from anywhere and at any time [22,23].…”

Section: Introductionmentioning

confidence: 99%

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

View full text Add to dashboard Cite

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

show abstract

Section: Introductionmentioning

confidence: 99%

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

et al. 2019

View full text Add to dashboard Cite

show abstract

“…By contrast, we observe that the findings have been achieved through traditional formative action, as has happened in this study. In particular, all attitudinal academic indicators such as motivation [40,41,53,54,57], autonomy [22,23,37,38,52,58], collaboration [28,29,[31][32][33]60], participation [34,[62][63][64], problem solving [24,25,35,36], and class time [30,59] have presented analogy with other reported studies of scientific literature, as reflected.…”

Section: Discussionmentioning

confidence: 62%

“…In addition, it gives the main role of all learning to the student, becoming the leading figure of all educational action. This promotes their autonomy, planning, and decision-making about their instructional period [37,38].This innovative methodology makes it easier for students to access the contents of the subject that is the object of study from any device with internet access [39]. This promotes individualized learning adapted to the needs of each student.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

View full text Add to dashboard Cite

Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

show abstract

“…En este modelo, el docente distribuye los materiales didácticos como las lecturas de artículos o los videos cortos a los estudiantes antes de la sesión presencial. Posteriormente, en el salón de clases, se promueve el aprendizaje activo y cooperativo por medio del estudio de casos y debates (Salas-Rueda y Lugo- García, 2019).…”

Section: Conclusionesunclassified

Aprendizaje de contenidos de Química General con uso de videos en carreras de Ingeniería

Vera

Lucero

Stoppello

et al. 2019

IJTEI

View full text Add to dashboard Cite

Los alumnos ingresantes a carreras de Ingeniería (Eléctrica, en Electrónica y en Agrimensura) en la Facultad de Ciencias Exactas y Naturales y Agrimensura (FaCENA) de la Universidad Nacional del Nordeste (UNNE) cursan Química General de acuerdo a los planes de estudio vigentes. En este artículo se presentan los resultados de un estudio comparativo que indaga sobre el efecto de la implementación de videos educativos en la comprensión de temas centrales de la asignatura como son Nomenclatura Química, Ecuaciones Químicas y Estequiometria. Estos son los primeros temas desarrollados en clases prácticas de la asignatura, son la base para la comprensión de los demás contenidos del programa y son evaluados en el primer parcial.Para el estudio se analizan respuestas dadas en una evaluación parcial por dos cohortes, 2014 (dictado tradicional) y 2015 (con apoyo de videos), y se aplica la prueba t de Student para determinar si existe diferencia significativa entre ambas.En los tres bloques temáticos, la diferencia encontrada entre los grupos es significativa. El cálculo estadístico permite afirmar que el uso del video como recurso es la variable que está promoviendo la diferencia de tener mejores resultados en la cohorte 2015.La mayor diferencia entre ambos grupos se tiene para el tema estequiometria y la menor para ecuaciones químicas.

show abstract

Impacto del aula invertida durante el proceso educativo sobre las derivadas

Cited by 22 publications

References 3 publications

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Aprendizaje de contenidos de Química General con uso de videos en carreras de Ingeniería

Contact Info

Product

Resources

About