Abstract:

Nowadays, we are in a world in which Information and Communication Technologies (ICT) are being used more and more in people's daily lives. Moreover, in education, the role of the student is becoming increasingly more important than that of the teacher, with new methodologies replacing the traditional methodology in which the teacher was the centre of education.

For this reason, in the third year of the Degree in Marine Studies of the University of the Basque Country (UPV/EHU), specifically in the subject of Special Transport during the academic year 22-23, an attempt has been made to incorporate the inverted classroom methodology with the support of ICT. For this purpose, a Lesson Plan made was used so that students can learn the topic about Crude Oil Washing (COW) on their own and any doubts that may have arisen can be resolved in class.

Within this Lesson Plan, all relevant information on the syllabus to be taught by the teacher is incorporated. The information is divided into sections within the blocks that make up the Lesson Plan. This information is given in 3 different ways, either in the form of text, video or images. At the end of each block there is always a question that helps the teacher to analyse the situation of each student and of the classroom in general and to see if they are really understanding the subject in the right way. If the question is answered correctly, the student will move on to another block with another chapter, but if they answer incorrectly, they will go to another block in which they will have additional information or the same information given in a different way, to try to ensure that the students understand that part properly. Whether they answer correctly or not, they will advance to the block to which they would have advanced if they had answered correctly in the first instance. This is intended to ensure that all students go through all the relevant information and in case they fail, to be able to have additional information to help their understanding.

In addition to this, a Lesson Plan allows us to see where each individual student is at. In this case, although not all students have completed the course, they were given a survey to evaluate whether incorporating this methodology was appropriate or not. From this survey, it can be seen that using the flipped classroom methodology through a Lesson Plan can spark students' interest in the topic and that more visuals and less text should be used for this purpose.

Keywords:

Flipped classroom, Lesson Plan, Student motivation.