Flipped Classroom: una experiencia para fortalecer el aprendizaje en Medicina Veterinaria
Flipped Classroom: una experiencia para fortalecer el aprendizaje en Medicina Veterinaria
Authors
Adriazola Uribe, Alvaro
Duran Jimenez, Georgina
Flores Troncoso, Marcelo
Duran Jimenez, Georgina
Flores Troncoso, Marcelo
Authors
Date
2020
Datos de publicación:
Educação e Pesquisa, Vol. 46, 1-16, 2020
Keywords
Educación - Conocimiento - TIC - Sala de aula invertida - Metodología de enseñanza
Collections
Abstract
Flipped Classroom (FC) es un modelo pedagógico, que utiliza las Tecnologías de la Información y la Comunicación (TIC), que consiste en intercambiar las actividades: lo que regularmente se veía en clase ahora se lleva para la casa y lo que se llevaba para la casa ahora se aborda en la clase. Es conocido por optimizar el tiempo del aula y por permitir un mayor desenvolvimiento de los estudiantes en colectividad. El modelo FC trae implícito el cambio de rol del profesor y el estudiante. El docente ya no es más quien da la cátedra, sino un mediador o guía que facilita las discusiones y las reflexiones, cede el control del aprendizaje brindando apoyo cuando el estudiante lo precisa. Mientras que el estudiante está más implicado, aprende a trabajar en equipo, desarrolla habilidades en la práctica y construye conocimiento colaborativamente. El objetivo de estudio fue analizar la interacción del FC en el trabajo colaborativo y construcción de conocimiento de estudiantes de Medicina Veterinaria (MV). La investigación se realizó a 44 estudiantes de MV, bajo la temática Clasificación de Fracturas en Pequeños Animales. Se distribuyeron en dos grupos: aula tradicional y FC. Los resultados cuantitativos se obtuvieron con el software SPSS, mientras que los datos cualitativos se analizaron por categorías. El FC fue un modelo que construyó conocimientos y favoreció el trabajo colaborativo entre los
estudiantes en mayor medida que el aula tradicional.
Flipped Classroom (FC) is a pedagogical model, which uses Information and Communication Technologies (ICT) to interchange activities: what was regularly seen in class is then taken home and what was taken home is then addressed in class. It is known for optimizing classroom time and for allowing more development students in group work. The FC model implies a role change in the teacher-student relationship. The teacher is no longer the one who directs the class, but a mediator or guide who facilitates discussions and reflections, so learning is in control by providing support when the student needs it. When students get involved, they learn to work in groups, develop skills in hands-on and collaborative knowledge building. The objective of the study was to analyze the interaction through FC in the collaborative work and knowledge construction among Veterinary Medicine (VM) students. The study was conducted with 44 VM students, the topic was Classification of Fractures in Small Animals. They were divided in two groups: traditional classroom and FC. Quantitative results were obtained with SPSS software, while qualitative data were analyzed by categories. The FC was a model that built knowledge and increased collaborative work among students to a greater extent than the traditional classroom.
Flipped Classroom (FC) is a pedagogical model, which uses Information and Communication Technologies (ICT) to interchange activities: what was regularly seen in class is then taken home and what was taken home is then addressed in class. It is known for optimizing classroom time and for allowing more development students in group work. The FC model implies a role change in the teacher-student relationship. The teacher is no longer the one who directs the class, but a mediator or guide who facilitates discussions and reflections, so learning is in control by providing support when the student needs it. When students get involved, they learn to work in groups, develop skills in hands-on and collaborative knowledge building. The objective of the study was to analyze the interaction through FC in the collaborative work and knowledge construction among Veterinary Medicine (VM) students. The study was conducted with 44 VM students, the topic was Classification of Fractures in Small Animals. They were divided in two groups: traditional classroom and FC. Quantitative results were obtained with SPSS software, while qualitative data were analyzed by categories. The FC was a model that built knowledge and increased collaborative work among students to a greater extent than the traditional classroom.