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As an alternative to traditional teaching methodologies, the flipped classroom emerges as a comprehensive approach that encourages the autonomous learning of students, having access to content through virtual environments and then applying them in diverse and participatory activities. In this work i...
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| Autores principales: | , , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Faculta de Ciencias Agropecuarias. Secretaría de Ciencia y Tecnología.
2020
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/nexoagro/article/view/30892 |
| Aporte de: |
| Sumario: | As an alternative to traditional teaching methodologies, the flipped classroom emerges as a comprehensive approach that encourages the autonomous learning of students, having access to content through virtual environments and then applying them in diverse and participatory activities. In this work it is proposed to assess the implementation of the flipped classroom model for the virtual dictation of the curricular space “Fisicoquímica” (Licenciatura en Agroalimentos, Facultad de Ciencias Agropecuarias). Initially, the curricular space was planned to be carried out through an flipped classroom approach, taking advantage of virtual environments from a learning model focused on the active construction of knowledge by students. Of the total number of enrolled students, 62.3% got the direct promotion and 4.1% acquired status as regular student. Considering that it was the first time the subject was taught, without a history of face-to-face dictation, it could be said that the results were favorable since the majority of the students demonstrated a high adherence to the proposed activities, despite the vicissitudes presented by the difficulty of accessing the internet. This situation must be considered when thinking about the planning of a subject from virtuality. |
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