Teaching Neuroscience Through Flipped Classroom: Systematizing an Experience with Students of the Professional Career of Elementary Education

Iraola-Real I.; Iraola-Real E. · Lecture Notes in Networks and Systems (2022) · DOI: 10.1007/978-981-16-4016-2_25

Resumen

The present research aims to analyze the teaching processes of neurosciences to students of the professional career of primary education through the learning strategy called Flipped Classroom. The sample was of 52 university students (12 men (23.1%) and 40 women (76.9%). All the participants were in the fourth cycle of primary education studies at a private university in Lima—Peru. For 16 weeks, the participants studied the “Infant and Child Neuroscience” course, carried out practical activities and participated in entrance, process, and exit evaluations. The results showed that in the pre-test, the mean was 9.27 corresponding to the category “achievement at the beginning.” Then, in the process evaluation, the mean was 14.42, evidencing an “expected achievement.” And for the post-test, the mean was 11.67 corresponding to the category “achievement in process.”

Instituciones: Universidad de Ciencias y Humanidades; Universidad Nacional de Educación Enrique Guzmán y Valle