Aula Invertida para el aprendizaje de Física a nivel universitario
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El método del aula invertida se basa en el uso de tecnologías informativas y comunicativas que posibilita un aprendizaje dinámico del alumnado que hacen una revisión previa de los contenidos de un determinado tema para luego ser discutidos en clase, estimulando el trabajo colaborativo. El presente artículo tiene como objetivo analizar las estrategias del aula invertida para el provecho del aprendizaje de los estudiantes. Dado su auge, uno debiera preguntarse cómo la estrategia del aula invertida resulta útil para aprender la asignatura de física. Se utilizó una metodología de búsqueda bibliográfica de artículos de revistas, recientes indexadas en distintas bases de datos como Scopus, Pubmed, Scielo y otros correspondientes a artículos científicos con enfoques cualitativo y cuantitativo y también artículos de revisión referentes al tema de interés. Los estudiantes al asumir su compromiso de ser parte del uso del aula invertida son los que más se benefician con esta estrategia, ya que pueden aprender y comprender en forma colaborativa las teorías básicas y las partes prácticas de cada materia, como el curso de física.
The inverted classroom method is based on the use of informative and communicative technologies that make possible a dynamic learning of the students who make a previous revision of the contents of a certain topic to be discussed in class, stimulating collaborative work. The purpose of this article is to analyze inverted classroom strategies for the benefit of student learning. Given its popularity, one should ask how the flipped classroom strategy is useful for learning the subject of physics. A methodology of bibliographic search of recent journal articles indexed in different databases such as Scopus, Pubmed, Scielo and others corresponding to scientific articles with qualitative and quantitative approaches and also review articles related to the topic of interest was used. The students by assuming their commitment to be part of the use of the inverted classroom are the ones who benefit the most from this strategy, since they can learn and understand in a collaborative way the basic theories and the practical parts of each subject, such as the physics course.
The inverted classroom method is based on the use of informative and communicative technologies that make possible a dynamic learning of the students who make a previous revision of the contents of a certain topic to be discussed in class, stimulating collaborative work. The purpose of this article is to analyze inverted classroom strategies for the benefit of student learning. Given its popularity, one should ask how the flipped classroom strategy is useful for learning the subject of physics. A methodology of bibliographic search of recent journal articles indexed in different databases such as Scopus, Pubmed, Scielo and others corresponding to scientific articles with qualitative and quantitative approaches and also review articles related to the topic of interest was used. The students by assuming their commitment to be part of the use of the inverted classroom are the ones who benefit the most from this strategy, since they can learn and understand in a collaborative way the basic theories and the practical parts of each subject, such as the physics course.
Description
Vol. 6, No. 23