Flipped Learning Approach as Educational Innovation in Water Literacy
Metadatos
Mostrar el registro completo del ítemAutor
Moreno Guerrero, Antonio José; Romero Rodríguez, José María; López Belmonte, Jesús; Alonso García, SantiagoEditorial
MDPI
Materia
Flipped learning Water literacy Water education Likert Scale Education research
Fecha
2020-02-20Referencia bibliográfica
Moreno-Guerrero, A. J., Romero-Rodríguez, J. M., López-Belmonte, J., & Alonso-García, S. (2020). Flipped Learning Approach as Educational Innovation in Water Literacy. Water, 12(2), 574.
Patrocinador
Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU16/01762).Resumen
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.