Acceso usuarios
Héctor Galindo Domínguez
El flipped classroom es una metodología que consiste en mover la parte más teórica de una clase a casa, generalmente a través de vídeos educativos o herramientas similares, y dedicar el tiempo en clase a actividades de pensamiento de orden superior. Desde su introducción en las aulas hace unos años, cada vez más docentes de educación primaria la aplican, pero tal vez, sin conocer su efectividad. Por ello, el objetivo de este estudio es cono-cer la efectividad de esta metodología sobre el autoconcepto de estudiantes de educación primaria. Para ello for-maron parte del estudio 822 estudiantes (Edad = 10.84; DT = .873), divididos en un grupo control (437 estudian-tes) y en un grupo experimental (385 estudiantes). Este último grupo se sometió a una intervención Flipped Classroom de 7 meses de duración. Ambos grupos rellenaron la escala AF-5, tanto al inicio como al término de la intervención. Los resultados demuestran que el flipped classroom no mejoraron ni empeoraron significativamente ninguna de las dimensiones del autoconcepto, salvo el grupo que no aplicó esta metodología. Por otra parte, ambos grupos mejoraron el autoconcepto social, emocional y familiar. Finalmente, se discuten estos resultados y se indi-can futuras temáticas de investigación.
Flipped classroom is an educational methodology whereby students complete the most theoretical part of a lesson at home, usually by viewing educational videos or using other similar tools. This allows them to dedi-cate more class time to developing higher order thinking skills via the completion of practical tasks. Since its in-troduction in the classroom few years ago, the number of primary education teachers using the method has increased steadily, but teachers sometimes lack reliable data on its effectiveness. The objective of this research was to address this by analysing how the methodology affects primary education students’ self-concept. To this end, data were collected on 822 students (Age = 10.84; SD = .873), who were divided into a control group (437 students) and an experimental group (385 students). The experimental group underwent a 7-month flipped classroom intervention. Both groups completed the AF-5 scale before and after the intervention. The results suggest, firstly, that the flipped classroom methodology neither significantly improved nor significantly worsened any of the dimensions of self-concept more than the group that did not apply this methodology. Meanwhile, however, both groups did show improvements in the social, emotional and family dimensions of their self-concept. The paper concludes with a discussion of these outcomes and suggestions for future research topics.
