Abstract:

The flipped classroom (FC) or inverted classroom is a popular instructional model proposed as an alternative to conventional classroom models where activities traditionally conducted in the classroom become home activities, and activities typically constituting homework become classroom activities. The FC provides autonomy to students while teachers can work more efficiently with students, probe for misconceptions around scientific concepts, and clear up incorrect notions. This study's main objective is to apply FC methodology in the solid waste treatment laboratory to compare it with a conventional one. The participants were students in the fourth year of the Mechanical Engineering Degree at the Universitat Politècnica de València in the 2021/22 academic year. A practical session on paper and cardboard recycling was held in two groups with different methodologies; in one group, the practices were taught with the conventional methodology, and the other group was taught applying the FC methodology. At the end of the practices, a questionnaire was carried out to evaluate the acquisition of information and the degree of satisfaction. The results showed an increase in the number of correct answers in the group that used the FC. Moreover, this group also displays a higher degree of satisfaction. Although more data are needed to obtain conclusive results, it can be said that the change to the FC methodology motivated students and favored the acquisition of information.

Keywords:

Flipped classroom, paper recycling, practical session, teaching innovation.