Metodología mixta Flipped Classroom y Aprendizaje Basado en Proyectos para el aprendizaje de la geometría analítica en Secundaria

  1. Antón Sancho, Álvaro 1
  2. Sánchez Domínguez, Marina
  1. 1 Universidad Católica Santa Teresa de Jesús de Ávila
    info

    Universidad Católica Santa Teresa de Jesús de Ávila

    Ávila, España

    ROR https://ror.org/05wa62164

Journal:
Enseñanza & Teaching: Revista interuniversitaria de didáctica

ISSN: 2386-3927,  2386-3927

Year of publication: 2020

Volume: 38

Issue: 2

Pages: 135-156

Type: Article

DOI: 10.14201/ET2020382135156 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Enseñanza & Teaching: Revista interuniversitaria de didáctica

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Abstract

This work is part of the educational innovation projects within the specific didactics of mathematics at the Compulsory Secondary Education level. Specifically, in this paper we propose, and put into practice in a classroom experience, the basic methodological lines of what could be called a mixed methodology based on the principles and phases of Project-Based Learning, but introducing into the process, as an element intrinsically linked to it, didactic actions carried out according to the Flipped Classroom method. The first part of the paper analyses the two methodological perspectives mentioned above and describes the stages we propose to follow for the implementation of the mixed methodology. The main part of the paper, for its part, deals with describing an educational intervention in which a methodology such as the one described, combined Project-Based Learning with the Flipped Classroom model, was implemented in a group of 4th year ESO students to work on curricular contents of analytical geometry, within the area of mathematics. In the intervention, pretest-postest instruments have been used to evaluate the effectiveness of the methodology employed. The results obtained show that a significant increase in the students’ knowledge in the area treated has been achieved as a result of the intervention. The results contained in this paper are based in the contents presented by the second author in her Final Project for the Master’s Degree in Secondary Education Teaching at the Catholic University of Ávila in June 2020 (Sánchez, 2020). This work is part of the educational innovation projects within the specific didactics of mathematics at the compulsory secondary education level. Specifically, in this paper we propose, and put into practice in a classroom experience, the basic methodological lines of what could be called a mixed methodology based on the principles and phases of Project-Based Learning, but introducing into the process, as an element intrinsically linked to it, didactic actions carried out according to the Flipped Classroom method. The first part of the paper analyses the two methodological perspectives mentioned above and describes the stages we propose to follow for the implementation of the mixed methodology. The main part of the paper, for its part, deals with describing an educational intervention in which a methodology such as the one described, combined Project-Based Learning with the Flipped Classroom model, was implemented in a group of 4th year ESO students to work on curricular contents of analytical geometry, within the area of mathematics. In the intervention, pretest-posttest instruments have been used to evaluate the effectiveness of the methodology employed. The results obtained show that a significant increase in the students' knowledge in the area treated has been achieved as a result of the intervention. The results contained in this paper are based in the contents presented by the second author in her Final Project for the Master's Degree in Secondary Education Teaching at the Catholic University of Ávila in June 2020 (Sánchez, 2020).

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