Design and Implementation of a Didactic Proposal for the Teaching of Philosophy and Natural Sciences according to the Flippedclassroom Model
DOI:
https://doi.org/10.37467/gka-revedu.v6.1710Keywords:
Flipped classroom, Digital natives, Educational quality, New pedagogiesAbstract
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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