Clase Invertida Síncrona en asignaturas STEM

• Celia Maya Díaz ^[1] ; Javier Iglesias Sigüenza ^[1] ; Xavier Giménez ^[2]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 391 (Enero-marzo), 2021 (Ejemplar dedicado a: El modelo flipped classroom : un reto para una enseñanza centrada en el alumno), págs. 15-39
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2021-391-469
• Títulos paralelos:
  • Synchronous Flipped Classroom in STEM subjects
• Enlaces
  • Texto completo (html)
• Dialnet Métricas: 10 Citas
• Resumen
  • español

    Se presenta una metodología de clase invertida, con modificaciones sincrónicas para adaptarse a la dificultad propia de las materias STEM. La Clase Invertida Síncrona refuerza la tutoría inicial, para resolver las dudas de los alumnos que les impiden progresar a través del material que trabajan fuera del aula. A continuación, una dinámica de trabajo en grupo, aprendizaje basado en problemas, cuestionarios de integración, y evaluación formativa por pares, dan lugar a una destacable mejora de los resultados académicos, junto a una reducción del tiempo de trabajo y un incremento significativo en el grado de satisfacción del alumnado. Se discute su aplicación a tres asignaturas del Grado en Química de la Universidad de Sevilla, así como una asignatura del Grado de Química de la Universidad de Barcelona.

  • English

    A variant of flipped classroom based on synchronous sessions, aimed at solving intrinsic difficulties of STEM subjects, is presented. Synchronous Flipped Classroom provides initial tutoring, so as to fix students’ weaknesses that prevent autonomous, homework progress. Thereafter, group work, problem–based learning, integration questionnaires, along with formative peer–evaluation, have been assembled to yield remarkable increases in students’ performance, as well as personal satisfaction. Application to three Chemistry subjects, at the University of Seville, as well as one Chemistry subject, at the University of Barcelona, is thoroughly discussed.

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