Estado del arte: Beneficios de la aplicación del Flipped Classroom en matemática y ciencias sociales
Date
2022-09-22
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Pontificia Universidad Católica del Perú
Abstract
Este estado del arte es sobre los beneficios del Flipped Classroom en el área de
Matemática y Ciencias Sociales en España en los últimos 6 años. La investigación es
realizada con el fin de analizar los beneficios del modelo didáctico en los estudiantes
de primaria. La metodología de investigación es documental; asimismo, para la
búsqueda de información se hace el uso de bases de datos, tales como Google
Académico, ESBCOhost y AJET. Los tipos de fuentes son revistas científicas,
capítulos de libros, tesis de maestría o doctorales e informes institucionales. También,
se enfoca en educación primaria y se toma en cuenta los últimos 6 años, en el país
de España y en Matemática y Ciencias Sociales. En la indagación se encuentra tres
beneficios sobre el Flipped Classroom: Autonomía de los estudiantes, sucede en el
uso de los recursos y; en consecuencia, adquieren la responsabilidad de su propio
aprendizaje; favorece la motivación de los educandos, incrementa su interés por
seguir aprendiendo y; por ende, aumenta su participación en el aula; y mejora el
rendimiento académico, los alumnos aprenden los contenidos y; por tanto, mejoran
sus calificaciones. En síntesis, es evidente las escasas reflexiones y análisis que se
han encontrado sobre este modelo en primaria en España. Lo anterior puede ser por
el desconocimiento, y falta de tiempo y/o interés por y para investigar sobre el aula
invertida por parte de los docentes de primaria. Por tanto, se convierte en un gran reto
aplicar este modelo didáctico en las aulas.
This state of the art is about the benefits of the Flipped Classroom in the area of Mathematics and Social Sciences in Spain in the last 6 years. The research is carried out in order to analyze the benefits of the didactic model in elementary school students. The research methodology is documentary; Likewise, to search for information, databases are used, such as Google Scholar, ESBCOhost and AJET. The types of sources are scientific journals, book chapters, master's or doctoral theses, and institutional reports. Also, it focuses on primary education and takes into account the last 6 years, in the country of Spain and in Mathematics and Social Sciences. The investigation found three benefits about the Flipped Classroom: Autonomy of the students, it happens in the use of resources and; consequently, they take responsibility for their own learning; favors the motivation of students, increases their interest in continuing to learn and; therefore, their participation in the classroom increases; and improves academic performance, students learn content and; therefore, their grades improve. In summary, it is evident the few reflections and analyzes that have been found on this model in primary school in Spain. This may be due to ignorance, and lack of time and / or interest in and to investigate the inverted classroom by primary school teachers. Therefore, it becomes a great challenge to apply this didactic model in classrooms.
This state of the art is about the benefits of the Flipped Classroom in the area of Mathematics and Social Sciences in Spain in the last 6 years. The research is carried out in order to analyze the benefits of the didactic model in elementary school students. The research methodology is documentary; Likewise, to search for information, databases are used, such as Google Scholar, ESBCOhost and AJET. The types of sources are scientific journals, book chapters, master's or doctoral theses, and institutional reports. Also, it focuses on primary education and takes into account the last 6 years, in the country of Spain and in Mathematics and Social Sciences. The investigation found three benefits about the Flipped Classroom: Autonomy of the students, it happens in the use of resources and; consequently, they take responsibility for their own learning; favors the motivation of students, increases their interest in continuing to learn and; therefore, their participation in the classroom increases; and improves academic performance, students learn content and; therefore, their grades improve. In summary, it is evident the few reflections and analyzes that have been found on this model in primary school in Spain. This may be due to ignorance, and lack of time and / or interest in and to investigate the inverted classroom by primary school teachers. Therefore, it becomes a great challenge to apply this didactic model in classrooms.
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Keywords
Aprendizaje invertido, Matemáticas--Estudio y enseñanza (Primaria)--España, Ciencias sociales--Estudio y enseñanza (Primaria)--España
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