Flipped Classroom: innovating physics classes

Lectures, with passive students, usually inhibited to any interactive action. This picture of traditional teaching methods diverges from the current students’ profile, who are mostly connected to the internet, with easy access to information and accustomed to interactive environments, whether virtua...

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Detalles Bibliográficos
Autores principales: Espinosa, Tobias, Solano Araujo, Ives, Veit, Eliane Angela
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2018
Materias:
Aula invertida
Innovación didáctica
Enseñanza de la física
Flipped classroom
Didactic innovation
Physics education
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22736
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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spelling I10-R316-article-227362024-03-04T21:50:00Z Flipped Classroom: innovating physics classes Aula invertida (flipped classroom): innovando las clases de física Espinosa, Tobias Solano Araujo, Ives Veit, Eliane Angela Aula invertida Innovación didáctica Enseñanza de la física Flipped classroom Didactic innovation Physics education Lectures, with passive students, usually inhibited to any interactive action. This picture of traditional teaching methods diverges from the current students’ profile, who are mostly connected to the internet, with easy access to information and accustomed to interactive environments, whether virtual or face-to-face. A possible correction to this dissonance lies in the inversion of the classroom, which means that the students make the first contact with the content at home and the time available in class, that is traditionally used for long expositions of the instructor, is occupied by students interacting actively with their peers and the instructor to solve problems. This paper presents the flipped classroom methodology and different methods that allow this inversion in physics education. We also discuss the reasons that may encourage the physics instructor to modify his/her practice, as well as the main barriers he/she may face-off in this process. Aulas puramente expositivas, con alumnos pasivos y comúnmente inhibidos a cualquier acción interactiva. Ese retrato de la enseñanza tradicional difiere del perfil de los alumnos actuales, los cuales en su mayoría están constantemente conectados a internet, con acceso fácil a la información y habituados a ambientes interactivos, sean estos virtuales o presenciales. Una posible corrección a esa disonancia se encuentra en la inversión de la sala de clase, lo que significa que los alumnos toman contacto con el contenido en casa y el tiempo disponible en la sala de clase que, tradicionalmente, es utilizado para exposiciones prolongadas del profesor, es utilizado para que los alumnos estudien, interactuando activamente con sus pares y con el profesor. El presente artículo presenta la metodología de enseñanza conocida como aula invertida y diferentes métodos que permiten esa inversión en la enseñanza de la física. Discutimos los motivos que pueden incentivar al profesor a modificar su práctica, como también las principales dificultades que puede encontrar en ese proceso. Asociación de Profesores de Física de la Argentina 2018-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22736 10.55767/2451.6007.v30.n2.22736 Journal of Physics Teaching; Vol. 30 No. 2 (2018): July - December; 59-73 Revista de Enseñanza de la Física; Vol. 30 Núm. 2 (2018): Julio - Diciembre; 59-73 Revista de Enseñanza de la Física; v. 30 n. 2 (2018): Julho - Dezembro; 59-73 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22736/22346 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22736/22367 Derechos de autor 2018 Tobias Espinosa, Ives Solano Araujo, Eliane Angela Veit http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Aula invertida
Innovación didáctica
Enseñanza de la física
Flipped classroom
Didactic innovation
Physics education
spellingShingle Aula invertida
Innovación didáctica
Enseñanza de la física
Flipped classroom
Didactic innovation
Physics education
Espinosa, Tobias
Solano Araujo, Ives
Veit, Eliane Angela
Flipped Classroom: innovating physics classes
topic_facet Aula invertida
Innovación didáctica
Enseñanza de la física
Flipped classroom
Didactic innovation
Physics education
author Espinosa, Tobias
Solano Araujo, Ives
Veit, Eliane Angela
author_facet Espinosa, Tobias
Solano Araujo, Ives
Veit, Eliane Angela
author_sort Espinosa, Tobias
title Flipped Classroom: innovating physics classes
title_short Flipped Classroom: innovating physics classes
title_full Flipped Classroom: innovating physics classes
title_fullStr Flipped Classroom: innovating physics classes
title_full_unstemmed Flipped Classroom: innovating physics classes
title_sort flipped classroom: innovating physics classes
description Lectures, with passive students, usually inhibited to any interactive action. This picture of traditional teaching methods diverges from the current students’ profile, who are mostly connected to the internet, with easy access to information and accustomed to interactive environments, whether virtual or face-to-face. A possible correction to this dissonance lies in the inversion of the classroom, which means that the students make the first contact with the content at home and the time available in class, that is traditionally used for long expositions of the instructor, is occupied by students interacting actively with their peers and the instructor to solve problems. This paper presents the flipped classroom methodology and different methods that allow this inversion in physics education. We also discuss the reasons that may encourage the physics instructor to modify his/her practice, as well as the main barriers he/she may face-off in this process.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2018
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22736
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