Publication: Flipped classroom vs clase magistral: Diseño e implementación de este modelo pedagógico en Ciencias y Ciencias de la salud
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2019-06-23
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Abstract
El concepto de clase invertida ("Aula invertida") surgió en el año 2000 cuando Lage y Baker propusieron un cambio de lugar entre las dos actividades principales del modelo tradicional: "tarea en clase y clases en casa". Antes de eso, la mayoría de los modelos pedagógicos aplicados en los títulos universitarios se basaban en la tradicional "clase magistral", en la que el profesor desarrolla el contenido teórico/práctico en el aula.
El aula invertida es un enfoque que permite a los profesores implementar una metodología pedagógica novedosa basada en la inversión de la estructura tradicional de la clase, desde el espacio de aprendizaje grupal al espacio de aprendizaje individual. De modo que el profesor guía a los estudiantes a medida que aplican conceptos en la materia (a través de documentos científicos) y realizan actividades cooperativas, dinámicas e interactivas en clase.
El objetivo del presente estudio fue diseñar e implementar la metodología "Flipped classroom" en algunas asignaturas del grado de Farmacia (por ejemplo: "Productos alimenticios y nutracéuticos" y "Tecnología farmacéutica"), como parte de un proyecto de innovación docente desarrollado en la Universidad Complutense de Madrid (España).
Los resultados preliminares del presente estudio indican que al aplicar la metodología "Flipped learning", las clases son mucho más enriquecedoras para los estudiantes (en comparación con tradicional clase magistral), ya que les permite plantear de forma dinámica sus preguntas, defender y debatir su razonamiento mientras son guiados por el profesor.
The concept of inverted class ("Flipped Classroom") arose in 2000 when Lage and Baker proposed a change of place between the two main activities of the traditional model: "homework in class and lessons at home". Before that, most of the pedagogical models applied in University degrees was based on the traditional “Master class”, in which the professor develops the theoretical/practical content in the classroom. The flipped classroom is an approach that allows professors to implement a novel pedagogical methodology based on the inversion of the traditional structure of the lecture class, from the group learning space to the individual learning space. In which, the professor guides students as they apply concepts in the subject matter (through scientific documents) and performs a cooperative, dynamic and interactive activities in class. The aim of the present study was to design and implement the flipped learning methodology in different subjects of Pharmacy degree (e.g. "Food products and nutraceuticals" and "Pharmaceutical technology"), as part of an innovative education project developed in Complutense University of Madrid (Spain). The preliminary results of the present study highlight that by "turning" the class, much more enriching classes are obtained for the students than the traditional ones, since it allows them to pose their questions, defend their reasoning while they were guided by the professor.
The concept of inverted class ("Flipped Classroom") arose in 2000 when Lage and Baker proposed a change of place between the two main activities of the traditional model: "homework in class and lessons at home". Before that, most of the pedagogical models applied in University degrees was based on the traditional “Master class”, in which the professor develops the theoretical/practical content in the classroom. The flipped classroom is an approach that allows professors to implement a novel pedagogical methodology based on the inversion of the traditional structure of the lecture class, from the group learning space to the individual learning space. In which, the professor guides students as they apply concepts in the subject matter (through scientific documents) and performs a cooperative, dynamic and interactive activities in class. The aim of the present study was to design and implement the flipped learning methodology in different subjects of Pharmacy degree (e.g. "Food products and nutraceuticals" and "Pharmaceutical technology"), as part of an innovative education project developed in Complutense University of Madrid (Spain). The preliminary results of the present study highlight that by "turning" the class, much more enriching classes are obtained for the students than the traditional ones, since it allows them to pose their questions, defend their reasoning while they were guided by the professor.