Resumo

CHURA QUISPE, Gilber; CHAVEZ GUILLEN, Julisa Yrelsa  e  LEYVA ATO, Lady Antuanette. Flipped Classroom in the training of cultural science practitioner: a systematic review. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2022, n.31, pp.69-78. ISSN 1851-0086.

The Flipped Classroom (FC) is an educational model that reverses home and classroom tasks to provide more space for active learning in synchronous sessions by combining flexible strategies and digital tools. The study presents a systematic review of empirical research on FC in the education of factual (cultural) science professionals. The review is based on the quality indicators supported by PRISMA with a sample of 55 research articles selected with inclusion and exclusion criteria from the Scopus and Web of Science databases on FC in university students in the field of factual sciences between 2016-2020. The studies analysed show significance of FC in students, as well as positive attitude, motivation and satisfaction. The model fits with other teaching-learning strategies through technological and pedagogical participation. Limitations refer to the sample size, duration of the intervention and lack of validation of measurement instruments and application programmes. In conclusion, the FC generates a positive effect of the proposals at the academic and motivational level for the training of professionals in the factual sciences. Four future lines of research are proposed for this model.

Palavras-chave : Flipped classroom; Technology integration; Higuer education; Sistematic review; University students.

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