Aula invertida en la formación de profesionales de ciencias fácticas culturales: una revisión sistemática

Autores/as

DOI:

https://doi.org/10.24215/18509959.31.e7

Palabras clave:

Aula invertida, Estudiantes universitarios, Integración tecnológica, Educación superior, Revisión sistemática

Resumen

El Flipped Classroom (FC) es un modelo educativo que invierte las tareas de casa y aula para brindar más espacio al aprendizaje activo en las sesiones sincrónicas mediante la combinación de estrategias flexibles y herramientas digitales. El estudio presenta una revisión sistemática de investigaciones empíricas sobre FC en la formación de profesionales de ciencias fácticas (culturales). La revisión se fundamenta en los indicadores de calidad que sostiene PRISMA con una muestra de 55 artículos de investigación seleccionados con criterios de inclusión y exclusión de las bases de datos Scopus y Web of Science sobre el FC en estudiantes universitarios del campo de las ciencias fácticas entre los años 2016-2020. Los estudios analizados muestran significancia del FC en los estudiantes, así como una actitud, motivación y satisfacción positiva. El modelo se ajusta a otras estrategias de enseñanza-aprendizaje mediante la participación tecnológica y pedagógica. Las limitaciones refieren al tamaño de muestra, duración de la intervención y falta de validación de instrumentos de medición y programas de aplicación. En conclusión, el FC genera un efecto positivo de las propuestas a nivel académico y motivacional para la formación de profesionales en las ciencias fácticas. Se propone cuatro futuras líneas de investigación para este modelo.

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Biografía del autor/a

Gilber Chura Quispe, Universidad Nacional Jorge Basadre Grohmann

Licenciado en Educación en la Especialidad de Lengua y Literatura. Magíster en Docencia Universitaria y Gestión Educativa y Doctorando en Ciencias de la Educación. Docente en la Universidad Nacional Jorge Basadre Grohmann

Julisa Yrelsa Chávez Guillén, Universidad Católica San Pablo

Licenciada en Educación en la Especialidad de Lengua y Literatura. Egresada de la Maestría en Administración Pública. Docente de Post grado de la Facultad de Humanidades de la Universidad Católica San Pablo.

Lady Antuanette Leyva Ato, Universidad Nacional Mayor de San Marcos

Licenciada en Educación con especialidad en Lenguaje. Bachiller en Lingüística. Docente en la Universidad María Auxiliadora y Universidad Privada del Norte. Autora del Diccionario de peruanismos auspiciado por la Academia Peruana de la Lengua.

Citas

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Publicado

2022-03-24

Cómo citar

[1]
G. Chura Quispe, J. Y. Chávez Guillén, y L. A. Leyva Ato, «Aula invertida en la formación de profesionales de ciencias fácticas culturales: una revisión sistemática», TEyET, n.º 31, p. e7, mar. 2022.

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