Impacto de la metodología Flipped Classroom en prácticas de Nutrición y Dietética
[EN] The educational model has developed new transformations, including the introduction of new pedagogical methodologies such as the Flipped Classroom (FC). FC is a tool that provides greater autonomy for the student, as well as greater assimilation of knowledge. The main objective of the study is...
| Autores: | , , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/190333 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/190333 |
| Access Level: | acceso abierto |
| Palabra clave: | Flipped classroom Learning Motivation Active Learning Assessment Critical thinking Aula invertida Aprendizaje Motivación Aprendizaje activo Evaluación Pensamiento crítico |
| Sumario: | [EN] The educational model has developed new transformations, including the introduction of new pedagogical methodologies such as the Flipped Classroom (FC). FC is a tool that provides greater autonomy for the student, as well as greater assimilation of knowledge. The main objective of the study is the application of FC in practice, for greater acquisition of basic skills in the application of knowledge, communication and interpretation of results in order to make judgements. The participants were students of nutrition and dietetics, and the practices were carried out in two ways; in one group the practices were taught with the traditional method methodology (TM) and in another group the application of FC. At the end of the practices, a questionnaire was carried out to evaluate the acquisition of knowledge and the degree of satisfaction. The results obtained showed a significant increase in the maximum number of correctly answered questions (FC) and a higher degree of satisfaction of the students who did the practicals using FC. As a conclusion, we could indicate that the application of FC in health sciences shows better results in the acquisition of knowledge than didactic lecture methodologies. |
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