Influence of flipped classroom methodology on the self-concept of primary education students

  1. Héctor Galindo-Domínguez 1
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Revista:
Aloma: revista de psicologia, ciències de l'educació i de l'esport

ISSN: 1138-3194

Año de publicación: 2019

Volumen: 37

Número: 2

Páginas: 35-42

Tipo: Artículo

DOI: 10.51698/ALOMA.2019.37.2.35-42 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Aloma: revista de psicologia, ciències de l'educació i de l'esport

Resumen

El flipped classroom es una metodología que consiste en mover la parte más teórica de una clase a casa, generalmente a través de vídeos educativos o herramientas similares, y dedicar el tiempo en clase a actividades de pensamiento de orden superior. Desde su introducción en las aulas hace unos años, cada vez más docentes de educación primaria la aplican, pero tal vez, sin conocer su efectividad. Por ello, el objetivo de este estudio es cono-cer la efectividad de esta metodología sobre el autoconcepto de estudiantes de educación primaria. Para ello for-maron parte del estudio 822 estudiantes (Edad = 10.84; DT = .873), divididos en un grupo control (437 estudian-tes) y en un grupo experimental (385 estudiantes). Este último grupo se sometió a una intervención Flipped Classroom de 7 meses de duración. Ambos grupos rellenaron la escala AF-5, tanto al inicio como al término de la intervención. Los resultados demuestran que el flipped classroom no mejoraron ni empeoraron significativamente ninguna de las dimensiones del autoconcepto, salvo el grupo que no aplicó esta metodología. Por otra parte, ambos grupos mejoraron el autoconcepto social, emocional y familiar. Finalmente, se discuten estos resultados y se indi-can futuras temáticas de investigación.

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Fuente de los datos: Dialnet