Flipped Learning Approach as Educational Innovation in Water Literacy

Abstract

Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

“…The issue is not limited to basic infrastructure equipment, but also to aspects related to its adoption in the classroom, the ability to clarify the educational opportunities it offers and to know the pedagogical paths that lead to its implementation [8]. For this reason, teachers must assume new methodological paradigms in which ICTs are included, promoting positive attitudes in students [9][10][11][12].…”

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

“…Specifically, educational technology promotes improved motivation, access to a variety of educational resources [6], as well as a greater attitude among students [7] who value and welcome active methodologies with an innovative character [8]. In this sense, it can be determined that ICTs have gone from being a simple support tool in learning spaces [9] to becoming an inseparable part of today's pedagogical processes [10], generating the appearance of new training environments [11] and new learning experiences [12].…”

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

“…The present research is quantitative, descriptive and correlational [65], applying a quasi-experimental design, by means of control group (Gc) and experimental group (Ge). The study follows the structure and model of previous research [66][67][68][69]. The control group has experienced the exposure method.…”

“…The instrument used was an ad hoc questionnaire, following the structure of other questionnaires that collected data on active teaching methodologies [66][67][68][69]. The qualifications established by the teacher have also been taken into account and it is described in the pedagogical procedure.…”

“…The dimensions used in this study are based on other research [66][67][68][69], whose items have been considered as independent variables: socio-educational; motivation; interactions; autonomy; collaboration; deepening of content; problem solving; class time; rating; and teacher ratings. On the other hand, the pedagogical method developed has been considered as a dependent variable.…”