Flipped Classroom: Theoretical Reflections for Implementation in Social Studies
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| Autores: | , , |
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| Formáid: | artículo original |
| Stádas: | Versión publicada |
| Fecha de Publicación: | 2024 |
| Cur Síos: | This article presents a conceptual and procedural approach to the didactic strategy of flipped classroom applied to the teaching and learning processes of Social Studies. The article analyzes the concept of flipped classroom, its relevance to Social Studies Didactics and the considerations that may apply. As well as an attempt to determine possibilities and challenges when executing it in the development of the contents of this subject. The article concludes that flipped classroom is a technique able to transform the traditional role of the participants in the educational process of Social Studies. This technique fosters a greater interest for students in the construction of their knowledge, also encourages spaces for reflection, analysis and autonomous work. Lastly, flipped classroom is an ideal technique to encourage active methods and better time management that would enable an increase in academic quality. |
| País: | Portal de Revistas UNA |
| Institiúid: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Teanga: | Español Inglés Portugués |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/20238 |
| Rochtain Ar Líne: | https://www.revistas.una.ac.cr/index.php/perspectivas/article/view/20238 |
| Palabra clave: | didactics flipped classroom Social Studies teaching learning aula invertida didáctica enseñanza aprendizaje Estudios Sociales sala de aula invertida didática ensino aprendizagem Estudos Sociais |