Abstract:

As an innovative methodology, Flipped Classroom is a pedagogical model that considers learning as the center of the educational process, where the student has an active role, and the teacher is the learning facilitator who use different active methodologies to promote the integration of different knowledge. It is characterized by transferring individual learning outside the classroom, by diverse technological resources, such as videos and the development of interactive activities in the class, which allow improving the acquisition and practice of theoretical knowledge.

This innovation was used in higher education, at the Universidad Católica de la Santísima Concepción, Chile. Its implementation considered the use of videos with their respective on site class per week. Through a virtual learning platform, it was available extra material, such as scientific articles, other videos, and notes. Through the forum resource, it was promoted asynchronous communication between students, teacher, and virtual tutor. At the end of the curricular activity, it was expected that students will be able to recognize the processes of formation of sedimentary rocks and its minerals and associated textures.

In this context, the objective was to evaluate the acquisition of the unit contents’ Sedimentary Petrology in the subject Fundamentals of Petrology. The research question was: Are the students' knowledge affected by the participation in a curricular activity through the 'flipped classroom' strategy?

It was applied a quantitative methodological approach, with an experimental design with two groups. The data collection instrument used was a questionnaire to measure the students’ knowledge. At the beginning and at the end of every on-site session, short formative tests were taken, through Google Form. The sample was selected intentionally and it was formed by Civil-Geological Engineering students.
The use of this strategy allowed promoting the use and articulation of diverse technological resources in favor of the process of students’ learning. This promoted autonomous work and pair learning, enhancing noticeably how students were aware and allowed to learn and be conscious about their achievements and progress.

Keywords:

ICT, Flipped Classroom, Higher Education, Innovation, Technology, Engineering.