Estudio de la influencia de metodologías "flipped-classroom" en los resultados de aprendizaje y dimensión afectiva-actitudinal hacia la enseñanza y aprendizaje de las ciencias en maestros en formación

Resumen

There is a unanimous consensus on the importance of scientific education for our children and young people. Scientific competence is necessary to ensure socioeconomic progress and employability of citizens, as well as for personal fulfillment, social inclusion and active participation of citizens. Despite this situation, different studies are revealing an alarming deterioration of the scientific competences, the motivation and attitude towards the science on the part of the students. The socioeconomic consequences of this situation have not been unnoticed at European level, from where different actions are being taken to improve this situation. Undoubtedly, one of the main actions to be carried out is the educational field, promoting methods of instruction that facilitate the development of scientific competencies and create a favorable attitude towards science. The inverted instruction methodology also known as “flipped classroom” is a learning method in which the traditional classroom setting is inverted. With this methodology, lectures are provided outside of the classroom, and therefore the in-class time are used to complete students-centered learning activities such as solving problems/case studies, discussions and collaborative activities. This relatively new instructional methodology assumes that flipping the classes promotes a more effective learning since it manages to involve students more effectively in the teaching-learning process, thus achieving better results. The results obtained in this study, therefore, allow drawing a promising tendency about the students’ affective dimension and learning outcomes toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.