The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus
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| Formato: | Online |
| Idioma: | spa eng por |
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Universidad Nacional, Costa Rica
2023
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855 |
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EDUCARE15855 |
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ojs |
| institution |
Universidad Nacional de Costa Rica |
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Revista Electrónica Educare |
| language |
spa eng por |
| format |
Online |
| author |
Puga-Peña, Luis Alberto Cabrera-Maya, Luis Gerardo Coronel-Feijoo, Juan Paúl Velarde, Pablo |
| spellingShingle |
Puga-Peña, Luis Alberto Cabrera-Maya, Luis Gerardo Coronel-Feijoo, Juan Paúl Velarde, Pablo The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus |
| author_facet |
Puga-Peña, Luis Alberto Cabrera-Maya, Luis Gerardo Coronel-Feijoo, Juan Paúl Velarde, Pablo |
| author_sort |
Puga-Peña, Luis Alberto |
| title |
The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus |
| title_short |
The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus |
| title_full |
The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus |
| title_fullStr |
The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus |
| title_full_unstemmed |
The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus |
| title_sort |
flipped classroom, an effective methodology in the construction of knowledge in the field of differential calculus |
| title_alt |
El aula invertida, una metodología eficaz en la construcción del conocimiento en el campo del cálculo diferencial A aula invertida, uma metodologia eficaz na construção do conhecimento na área do cálculo diferencial |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2023 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855 |
| work_keys_str_mv |
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EDUCARE158552023-12-31T00:08:37Z The Flipped Classroom, an Effective Methodology in the Construction of Knowledge in the Field of Differential Calculus El aula invertida, una metodología eficaz en la construcción del conocimiento en el campo del cálculo diferencial A aula invertida, uma metodologia eficaz na construção do conhecimento na área do cálculo diferencial Puga-Peña, Luis Alberto Cabrera-Maya, Luis Gerardo Coronel-Feijoo, Juan Paúl Velarde, Pablo Active methodology flipped classroom knowledge building learning differential calculus Metodología activa aula invertida construcción del conocimiento aprendizaje cálculo diferencial Metodologia ativa sala de aula invertida construção do conhecimento aprendendo cálculo diferencial Objective. To disseminate the results of an educational research experience conducted at UTE University. Two groups of first-level students from the Differential Calculus course in the Mechatronics degree program participated in this experience. Methodology. The flipped classroom was the methodology implemented in two groups of different parallel classes, one was experimental and the other one for control, alternating in each of the three partial exams and comparing results in academic performance, participation level, responsibility, and attitude towards work at the end of each partial exam. Results. The results obtained revealed the impact of the application of the flipped classroom methodology in the construction of knowledge compared to traditional methodology in the field of teaching differential calculus, obtaining better performance when using the flipped classroom methodology. Conclusions. The benefits of applying this methodology aid in transforming traditional teaching into active, participatory, conscious, and committed teaching, particularly within the field of teaching differential calculus. Objetivo. Difundir el resultado de la investigación de una experiencia educativa realizada en la Universidad UTE, en la cual se toman dos grupos de primer nivel de la carrera de Mecatrónica en la asignatura de Cálculo Diferencial. Metodología. La orientación aplicada es el aula invertida en dos grupos de diferentes paralelos, uno experimental y otro de control, alternando en cada uno de los tres parciales y comparando resultados en el rendimiento académico, grado de participación, responsabilidad y actitud hacia el trabajo, al término de cada parcial. Resultados. Los resultados obtenidos revelan el impacto de la aplicación de la metodología de aula invertida en la construcción del conocimiento en comparación con la metodología tradicional en el campo de la enseñanza del cálculo diferencial, obteniéndose un mejor desempeño cuando se utiliza la metodología de la clase invertida. Conclusiones. Los beneficios de la aplicación de esta metodología permiten transformar una enseñanza tradicional en una enseñanza activa, participativa, consciente y comprometida, especialmente dentro del campo de la enseñanza del cálculo diferencial. Objetivo. Difundir o resultado da pesquisa de uma experiência educacional realizada na Universidade UTE, na qual são selecionados dois grupos de primeiro nível do curso de Mecatrônica na disciplina de Cálculo Diferencial. Metodologia. A orientação aplicada é a sala de aula invertida em dois grupos de diferentes paralelos, um experimental e outro de controle, alternando em cada um dos três exames parciais e comparando os resultados no desempenho acadêmico, grau de participação, responsabilidade e atitude em relação ao trabalho, no final de cada exame parcial. Resultados. Os resultados obtidos revelam o impacto da aplicação da metodologia da sala de aula invertida na construção do conhecimento em comparação com a metodologia tradicional no campo do ensino de cálculo diferencial, obtendo um melhor desempenho quando se utiliza a metodologia da sala de aula invertida. Conclusões. Os benefícios da aplicação desta metodologia permitem transformar um ensino tradicional em um ensino ativo, participativo, consciente e comprometido, especialmente dentro do campo do ensino de cálculo diferencial. Universidad Nacional, Costa Rica 2023-02-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo text/html application/epub+zip application/pdf application/xml audio/mpeg audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855 10.15359/ree.27-2.15855 Revista Electrónica Educare; Vol. 27 No. 2 (2023): Revista Electrónica Educare (May-August); 1-18 Revista Electrónica Educare; Vol. 27 Núm. 2 (2023): Revista Electrónica Educare (mayo-agosto); 1-18 Revista Electrónica Educare; v. 27 n. 2 (2023): Revista Electrónica Educare (maio-agosto); 1-18 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/27610 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/27611 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/27522 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/29956 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/27612 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/27613 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15855/27614 Copyright (c) 2023 Shared by Journal and Authors |