Citas bibligráficas
Prado, R., (2022). Estado del arte: Beneficios de la aplicación del Flipped Classroom en matemática y ciencias sociales [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23381
Prado, R., Estado del arte: Beneficios de la aplicación del Flipped Classroom en matemática y ciencias sociales []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/23381
@misc{renati/537484,
title = "Estado del arte: Beneficios de la aplicación del Flipped Classroom en matemática y ciencias sociales",
author = "Prado Herrera, Reyna Caroly",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
This state of the art is about the benefits of the Flipped Classroom in the area of Mathematics and Social Sciences in Spain in the last 6 years. The research is carried out in order to analyze the benefits of the didactic model in elementary school students. The research methodology is documentary; Likewise, to search for information, databases are used, such as Google Scholar, ESBCOhost and AJET. The types of sources are scientific journals, book chapters, master's or doctoral theses, and institutional reports. Also, it focuses on primary education and takes into account the last 6 years, in the country of Spain and in Mathematics and Social Sciences. The investigation found three benefits about the Flipped Classroom: Autonomy of the students, it happens in the use of resources and; consequently, they take responsibility for their own learning; favors the motivation of students, increases their interest in continuing to learn and; therefore, their participation in the classroom increases; and improves academic performance, students learn content and; therefore, their grades improve. In summary, it is evident the few reflections and analyzes that have been found on this model in primary school in Spain. This may be due to ignorance, and lack of time and / or interest in and to investigate the inverted classroom by primary school teachers. Therefore, it becomes a great challenge to apply this didactic model in classrooms.
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