Clase invertida y aprendizaje basado en proyectos en el aula de biología: un proyecto de innovación para 1.º de ESO. Valoración de la experiencia
Resumen El presente artículo tiene como objetivo valorar el desarrollo de una propuesta didáctica para la asignatura de Biología y Geología de 1.º de eso. Esta propuesta se fundamenta en las metodologías de clase invertida o flipped classroom (fc) y aprendizaje basado en proyectos (abp) y se centra en el desarrollo del proceso de enseñanza-aprendizaje de las características anatómicas y fisiológicas de los diferentes seres vivos englobados dentro de los llamados Cinco Reinos.fc es un modelo pedagógico que transfiere el trabajo de determinados procesos de aprendizaje fuera del aula y utiliza el tiempo de clase, junto con la experiencia del docente, para facilitar y potenciar otros procesos de adquisición y práctica de conocimientos dentro del aula. Así mismo, en el abp son los alumnos los que deciden el ritmo y van avanzando en la adquisición de nuevos conocimientos, promocionando las habilidades de pensamiento necesarias para el aprendizaje significativo de contenidos. Por lo que ambas metodologías se presentan como una buena opción para contrarrestar los problemas que conlleva la enseñanza tradicional de las Ciencias.
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Al-Balushi, S. M. y Al-Aamri, S. S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23 (3), 213-227.
Aliberas, J.; Gutiérrez, R. e Izquierdo, M. (1989). Modelos de aprendizaje en la didáctica de las ciencias. Revista Investigación en la Escuela, 9, 17-24.
Barak, M. (2012). From ‘doing’ to ‘doing with learning’: Reflection on an effort to promote self-regulated learning in technological projects in high school. European Journal of Engineering Education, 37 (1), 105-116.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39-43.
Bergmann, J. y Sams, A. (2014). Flipping for mastery. Educational Leadership, 71 (4), 24-29.
Bergmann, J. y Waddell, D. (2012). To flip or not to flip? Learning and Leading with Technology. 39 (8).
Bhagat, K. J.; Chang, C. N. y Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology y Society, 19 (3), 134-142.
Blázquez, F. y Alonso, L. (2009). Funciones del profesor de e-learning. Pixel-Bit. Revista de Medios y Educación, 34, 205-215.
Bransford, J. D.; Vye, N.; Kinzer, C. y Risko, R. (1990). Teaching thinking and content knowledge: Toward an integrated approach. Dimensions of thinking and cognitive instruction: Implications for education reform, 1, 381-413.
Byers, A. y Fitzgerald, M. A. (2002). Networking for leadership, inquiry, and systemic thinking: a new approach to inquiry-based learning. Journal of Science Education and Technology, 11 (1), 94-128.
Cabero, J. (2006). Bases pedagógicas del e-learning. Revista de Universidad y Sociedad del Conocimiento, 3 (1), 1-10.
Calzadilla, M. E. (2001). Aprendizaje colaborativo y tecnologías de la información y la comunicación. oei-Revista Iberoamericana de Educación, 1, 1-10.
Chilingaryan, K. y Zvereva, E. (2017). Methodology of flipped classroom as a Learning Technology in foreign language teaching. Procedia-Social and Behavioral Sciences, 237, 1500-1504.
Clark, K. R. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal of Educators Online, 12 (1), 91-115.
Dole, S.; Bloom, L. y Kowalske, K. (2016). Transforming pedagogy: changing perspectives from teacher-centered to learner-centered. The Interdisciplinary Journal of Problem-Based Learning, 10 (1).
Dooly, P. y Sadler, W. (2016). Becoming little scientists: technologically-enhanced project-based language learning. Language Learning y Technology, 20 (1), 54-78.
Doubleday, A. F.; Brown, B.; Patston, P. A.; Jurgens-Toepke, P.; Strotman, M. D.; Koerber, A.; Haley, C.; Briggs, C. y Knight, G. W. (2015). Social Constructivism and Case-Writing for an Integrated Curriculum. Interdisciplinary Journal of Problem-Based Learning, 9 (1), 44-57.
Ferreira, M. M y Trude, A. R. l. (2012). The Impact of Problem-Based Learning (pbl) on Student Attitudes Toward Science, Problem-Solving Skills, and Sense of Community in the Classroom. Journal of Classroom Interaction, 47 (1), 23-30.
Formica, S. P., Easley, J. L. y Spraker, M. C. (2010). Transforming common-sense beliefs into Newtonian thinking through just-in-time teaching. Physics Education Research, 6, 1-7.
Freeman, S.; Eddy, S. L.; McDonough, M.; Smith, M. K.; Okoroafor, N.; Jordt, H. y Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Acaddemy of Sciences, 111 (23), 8410-8415.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning y Leading with Technology, 39 (8), 12-17.
Furió, C.; Vilches, A.; Guisasola, J. y Romo, V. (2001). Finalidades de la enseñanza de las ciencias en la secundaria obligatoria. ¿Alfabetización científica o preparación propedéutica? Enseñanza de las Ciencias, 19 (3), 365-376.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice (2.nd ed.).New York: Basic Books.
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences (3.rd ed.). New York: Basic Books.
Gerstein, J. (2012). The Flipped Classroom: the full picture. Seattle: Amazon Digital Services.
Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7 (1), 22-30.
Goodwin, B. y Miller, K. (2013). Evidence on Flipped Classrooms Is Still Coming In. Educational Leadership, 70 (6), 78-80.
Han, S.; Capraro, R. y Capraro, M. M. (2015). How science, technology, engineering and mathematics project-based learning affects high, middle and low achievers differently: the impact of student factors on achievement. International Journal of Science and Mathematics Education, 13 (5),1089-1113.
Harden, R. M. and Crosby, J. (2000). amee Guide n.º 20: the good teacher is more than a lecturer– the twelve roles of the teacher. Medical Teacher, 22, 334-347.
Hulten, M. y Larsson, B. (2016). The Flipped Classroom: Primary and Secondary Teachers’ Views on an Educational Movement in Schools in Sweden Today. Scandinavian Journal of Educational Research, 1, 1-11.
Jensen, J. L.; Kummer, T. A. y Godoy, P. D. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. cbe-Life Sciences Education, 14 (1), 1-12.
Johnson, L.; Adams Becker, S.; Estrada, V. y Freeman, A. (2015). The nmc Horizon Report: 2015 K-12 Edition. Publications Office of the European Union. Texas: The New Media Consortium.
Kellinger, J. J. (2012). The flipside: Concerns about the «New literacies» paths educators might take. The Educational Forum, 76 (4), 524-536.
Keziah, A. A. (2010). A comparative study of problem-based and lecture-based learning in secondary school students’ motivation to learn science. International Journal of Science and Technology Education Research, 1 (6), 126-131.
Kim, M. K.; Kim, S. M.; Khera, O. y Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37-50.
Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers y Education, 89, 16-31.
Lai, C. L. y Hwang, G. J. (2016). A self-regulated flilpped classroom approach to improving students’ learning performance in a mathematics course. Computers y Education, 100, 126-140.
Merritt, J.; Lee, M.; Rillero, P. y Kinach, B. M. (2017). Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal of Problem-Based Learning, 11 (2).
Ozdamli, F. y Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8 (2), 98-105.
Rocard, M.; Csermely, P.; Jorde, D.; Lenzen, D.; Wallberg-Henriksson, H. y Hemmo, V. (2007). Science Education now: a renewed pedagogy for the future of Europe. Belgium: European Communities.
Rosa, D. y Martínez-Aznar, M.ª M. (2016). El trabajo cooperativo con las tic para el tratamiento de contenidos de Biología con alumnos de 14-15 años. Journal of Science Education, 17 (2), 69-74.
Tourón, J.; Santiago, R. y Díez, A. (2014). The Flipped Classroom. Barcelona: Digital text.
Saido, A. M. S.; Siraj, S.; Nordin, A. B. y Al-Amedy, D. (2017). Teaching strategies for promoting higher thinking skills: a case of secondary science teachers. Malasyan online Journal of Educational Managment, 3 (4), 16-30.
Shih, W. L. y Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33 (5), 32-49.
Silberman, M. (1996). Active Learning: 101 Strategies To Teach Any Subject. London: Pearson.
Tucker, B. (2012). The Flipped Classroom. Online instructions at home frees class time for learning. Education Next, 12 (1), 82-83.
Vergara Ramírez, J. J. (2016). Aprendo porque quiero. Madrid: sm.
Volman, M. (2005). A variety of roles for a new type of teacher. Educational technology and the teaching profession. Teaching and Teacher Education, 21, 15-31.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48 (3), 135-147.
Al-Balushi, S. M. y Al-Aamri, S. S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23 (3), 213-227.
Aliberas, J.; Gutiérrez, R. e Izquierdo, M. (1989). Modelos de aprendizaje en la didáctica de las ciencias. Revista Investigación en la Escuela, 9, 17-24.
Barak, M. (2012). From ‘doing’ to ‘doing with learning’: Reflection on an effort to promote self-regulated learning in technological projects in high school. European Journal of Engineering Education, 37 (1), 105-116.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39-43.
Bergmann, J. y Sams, A. (2014). Flipping for mastery. Educational Leadership, 71 (4), 24-29.
Bergmann, J. y Waddell, D. (2012). To flip or not to flip? Learning and Leading with Technology. 39 (8).
Bhagat, K. J.; Chang, C. N. y Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology y Society, 19 (3), 134-142.
Blázquez, F. y Alonso, L. (2009). Funciones del profesor de e-learning. Pixel-Bit. Revista de Medios y Educación, 34, 205-215.
Bransford, J. D.; Vye, N.; Kinzer, C. y Risko, R. (1990). Teaching thinking and content knowledge: Toward an integrated approach. Dimensions of thinking and cognitive instruction: Implications for education reform, 1, 381-413.
Byers, A. y Fitzgerald, M. A. (2002). Networking for leadership, inquiry, and systemic thinking: a new approach to inquiry-based learning. Journal of Science Education and Technology, 11 (1), 94-128.
Cabero, J. (2006). Bases pedagógicas del e-learning. Revista de Universidad y Sociedad del Conocimiento, 3 (1), 1-10.
Calzadilla, M. E. (2001). Aprendizaje colaborativo y tecnologías de la información y la comunicación. oei-Revista Iberoamericana de Educación, 1, 1-10.
Chilingaryan, K. y Zvereva, E. (2017). Methodology of flipped classroom as a Learning Technology in foreign language teaching. Procedia-Social and Behavioral Sciences, 237, 1500-1504.
Clark, K. R. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal of Educators Online, 12 (1), 91-115.
Dole, S.; Bloom, L. y Kowalske, K. (2016). Transforming pedagogy: changing perspectives from teacher-centered to learner-centered. The Interdisciplinary Journal of Problem-Based Learning, 10 (1).
Dooly, P. y Sadler, W. (2016). Becoming little scientists: technologically-enhanced project-based language learning. Language Learning y Technology, 20 (1), 54-78.
Doubleday, A. F.; Brown, B.; Patston, P. A.; Jurgens-Toepke, P.; Strotman, M. D.; Koerber, A.; Haley, C.; Briggs, C. y Knight, G. W. (2015). Social Constructivism and Case-Writing for an Integrated Curriculum. Interdisciplinary Journal of Problem-Based Learning, 9 (1), 44-57.
Ferreira, M. M y Trude, A. R. l. (2012). The Impact of Problem-Based Learning (pbl) on Student Attitudes Toward Science, Problem-Solving Skills, and Sense of Community in the Classroom. Journal of Classroom Interaction, 47 (1), 23-30.
Formica, S. P., Easley, J. L. y Spraker, M. C. (2010). Transforming common-sense beliefs into Newtonian thinking through just-in-time teaching. Physics Education Research, 6, 1-7.
Freeman, S.; Eddy, S. L.; McDonough, M.; Smith, M. K.; Okoroafor, N.; Jordt, H. y Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Acaddemy of Sciences, 111 (23), 8410-8415.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning y Leading with Technology, 39 (8), 12-17.
Furió, C.; Vilches, A.; Guisasola, J. y Romo, V. (2001). Finalidades de la enseñanza de las ciencias en la secundaria obligatoria. ¿Alfabetización científica o preparación propedéutica? Enseñanza de las Ciencias, 19 (3), 365-376.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice (2.nd ed.).New York: Basic Books.
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences (3.rd ed.). New York: Basic Books.
Gerstein, J. (2012). The Flipped Classroom: the full picture. Seattle: Amazon Digital Services.
Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7 (1), 22-30.
Goodwin, B. y Miller, K. (2013). Evidence on Flipped Classrooms Is Still Coming In. Educational Leadership, 70 (6), 78-80.
Han, S.; Capraro, R. y Capraro, M. M. (2015). How science, technology, engineering and mathematics project-based learning affects high, middle and low achievers differently: the impact of student factors on achievement. International Journal of Science and Mathematics Education, 13 (5),1089-1113.
Harden, R. M. and Crosby, J. (2000). amee Guide n.º 20: the good teacher is more than a lecturer– the twelve roles of the teacher. Medical Teacher, 22, 334-347.
Hulten, M. y Larsson, B. (2016). The Flipped Classroom: Primary and Secondary Teachers’ Views on an Educational Movement in Schools in Sweden Today. Scandinavian Journal of Educational Research, 1, 1-11.
Jensen, J. L.; Kummer, T. A. y Godoy, P. D. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. cbe-Life Sciences Education, 14 (1), 1-12.
Johnson, L.; Adams Becker, S.; Estrada, V. y Freeman, A. (2015). The nmc Horizon Report: 2015 K-12 Edition. Publications Office of the European Union. Texas: The New Media Consortium.
Kellinger, J. J. (2012). The flipside: Concerns about the «New literacies» paths educators might take. The Educational Forum, 76 (4), 524-536.
Keziah, A. A. (2010). A comparative study of problem-based and lecture-based learning in secondary school students’ motivation to learn science. International Journal of Science and Technology Education Research, 1 (6), 126-131.
Kim, M. K.; Kim, S. M.; Khera, O. y Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37-50.
Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers y Education, 89, 16-31.
Lai, C. L. y Hwang, G. J. (2016). A self-regulated flilpped classroom approach to improving students’ learning performance in a mathematics course. Computers y Education, 100, 126-140.
Merritt, J.; Lee, M.; Rillero, P. y Kinach, B. M. (2017). Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal of Problem-Based Learning, 11 (2).
Ozdamli, F. y Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8 (2), 98-105.
Rocard, M.; Csermely, P.; Jorde, D.; Lenzen, D.; Wallberg-Henriksson, H. y Hemmo, V. (2007). Science Education now: a renewed pedagogy for the future of Europe. Belgium: European Communities.
Rosa, D. y Martínez-Aznar, M.ª M. (2016). El trabajo cooperativo con las tic para el tratamiento de contenidos de Biología con alumnos de 14-15 años. Journal of Science Education, 17 (2), 69-74.
Tourón, J.; Santiago, R. y Díez, A. (2014). The Flipped Classroom. Barcelona: Digital text.
Saido, A. M. S.; Siraj, S.; Nordin, A. B. y Al-Amedy, D. (2017). Teaching strategies for promoting higher thinking skills: a case of secondary science teachers. Malasyan online Journal of Educational Managment, 3 (4), 16-30.
Shih, W. L. y Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33 (5), 32-49.
Silberman, M. (1996). Active Learning: 101 Strategies To Teach Any Subject. London: Pearson.
Tucker, B. (2012). The Flipped Classroom. Online instructions at home frees class time for learning. Education Next, 12 (1), 82-83.
Vergara Ramírez, J. J. (2016). Aprendo porque quiero. Madrid: sm.
Volman, M. (2005). A variety of roles for a new type of teacher. Educational technology and the teaching profession. Teaching and Teacher Education, 21, 15-31.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48 (3), 135-147.
Sánchez Sánchez, N. (2018). Clase invertida y aprendizaje basado en proyectos en el aula de biología: un proyecto de innovación para 1.º de ESO. Valoración de la experiencia. Enseñanza & Teaching: Revista Interuniversitaria De Didáctica, 36(1), 81–110. https://doi.org/10.14201/et21836181110
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