La enseñanza de ciencias sociales en educación primaria mediante el modelo de aula invertida

  1. CAMPILLO FERRER, JOSE MARIA 1
  2. MIRALLES MARTÍNEZ, PEDRO 1
  3. Sánchez Ibáñez, Raquel 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Year of publication: 2019

Issue Title: Narrativas en la formación del profesorado

Volume: 33

Issue: 94

Pages: 347-362

Type: Article

DOI: 10.47553/RIFOP.V33I3.74402 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Abstract

The flipped classroom model has created a great interest in primary education as it is based on a student-centered approach and the promotion of active and meaningful learning. In addition, this model allows teachers to more effectively involve primary pupils in their learning experience by developing their scientific and technological knowledge and skills. On this basis, this study examines the results obtained in the subject of Social Science by sixth-grade pupils in the school year 2018-19 once the model was applied. For this aim, a new digital platform is used for online activities with an educational approach based on the promotion of reflective practice and active learning. After experiencing most of that school year with this online platform, the results of the students were, on average, much more positive following the flipped classroom approach. In particular, there has been a significant improvement in academic performance along with a positive evaluation of the model developed in this area. Given the positive results, this study recommends more research on this model to expand its knowledge in all disciplines of this educational stage.

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Funding information

Quisiera agradecer la colaboración de los docentes participantes en esta investigación, en especial, de D. Pedro Vera Guillén, por ser el diseñador de la plataforma sobrela que ha versado este estudio. Este trabajo es resultado del proyecto de investigación con referencia 20874/PI/18, financiado por la Comunidad Autónoma de la Región de Murcia a través de la Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia. Este trabajo es resultado del proyecto de investigación “El pensamiento geográfico e histórico del alumnado de Educación Primaria en la Región de Murcia: propuesta metodológica innovadora para una educación de calidad” (20874/PI/18). Proyecto financiado por la Comunidad Autónoma de la Región de Murcia a través de la convocatoria de Ayudas a proyectos para el desarrollo de investigación científica y técnica por grupos competitivos, incluida en el Programa Regional de Fomento de la Investigación Científica y Técnica (Plan de Actuación 2018) de la Fundación Séneca-Agencia de Ciencia y Tecnología de la Región de Murcia. Este trabajo es resultado del proyecto de investigación “Conceptos metodológicos y métodos activos de aprendizaje para la mejora de las competencias docentes del profesorado” (PGC2018-094491-B-C33) subvencionado por el Ministerio de Ciencia, Innovación y Universidades y cofinanciado con fondos FEDER de la UE.

Funders

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