Design and Implementation of a Didactic Proposal for the Teaching of Philosophy and Natural Sciences according to the Flippedclassroom Model

Authors

DOI:

https://doi.org/10.37467/gka-revedu.v6.1710

Keywords:

Flipped classroom, Digital natives, Educational quality, New pedagogies

Abstract

The study shows the implementation of a flipped classroom as an alternative methodology for improving students´ academic performance. Experimental and control groups were formed with sixth-graders to whom pre and post-tests were administered in the areas of philosophy and natural sciences. In the end, this methodology was used with 224 students. Once these activities were conducted, a post-test was administered to the participants. The results of the post-test showed that 85% of the students who participated in the study answered the questions correctly. The researchers concluded that a flipped classroom methodology improves learning.

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Author Biographies

Armando Solano Suárez, Escuela Tecnológica Instituto Técnico Centrral

Armando Solano Suárez, Licenciado en Educación con estudios de Maestría en Comunicación y Administración Educativa. Estudiante de Doctorado en Ciencias de la Educación de la Universidad Nacional de la Plata, Argentina. Docente investigador en TIC y Educación perteneciente al grupo de Investigación VIRTUS, de la Escuela Tecnológica Instituto Técnico Central de Bogotá.

Diego Germán Pérez Villamarín, Universidad Santo Tomás.

Docente investigador de la Facultad y del Doctorado en Filosofía de la Universidad Santo Tomás. Miembro del grupo de Investigación San Alberto Magno, OP. Integrante de la Comisión Intersecctorial para la Calidad de la Educación Superior, CONACES.  Doctor en Filosofía Pontificia Universidad Santo Tomás de Aquino “Angelicum” Roma. Magíster en Filosofía de la misma Universidad. Pos Doctor en Educación, Sociedad e Interculturalidad, de la Universidad Santo Tomás de Bogotá.

References

Bergmann, J., y Sams, A. (2013). Flip Your Students’ Learning. Educational Leadership, 70(6), 16-20. DOI: https://doi.org/10.1177/1555458913487032

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Recuperado de:

http://edutec.rediris.es/Revelec2/Revelec45/escuela_TIC_aprendizaje_contexto_e ducativo_socio-familiar.html.

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García Aretio, L. (2013). Flippedclassroom: ¿b-learning o EaD? Contextos Uni-versitarios Mediados, nº 13,9 (ISSN: 2340-552X).

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Solano S, A & Pérez, V. (2016). Apropiación pedagógica de los dispositivos móvi-les y su articulación en las instituciones educativas. Recuperado el 9 de octubre:

http://132.248.9.34/hevila/RevistaEduSol/2016/vol15/no55/2.pdf

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Published

10-12-2018

How to Cite

Solano Suárez, A., & Pérez Villamarín, D. G. (2018). Design and Implementation of a Didactic Proposal for the Teaching of Philosophy and Natural Sciences according to the Flippedclassroom Model. EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 6(3), 109–118. https://doi.org/10.37467/gka-revedu.v6.1710

Issue

Vol. 6 No. 3 (2018)

Section

Research articles

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