Revisión sistemática de las intervenciones de la Metodología Flipped Classroom aplicadas en el área de Educación Física en el contexto de Educación Primaria

• Fernando Pari-Tito ^[1] ; Alicia Taipe-Quispe ^[1] ; Pedro Mango-Quispe ^[1]
  1. [1] Universidad Nacional de San Agustín de Arequipa, Perú.
• Localización: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação, ISSN-e 1646-9895, Nº. Extra 64, 2023, págs. 164-174
• Idioma: portugués
• Títulos paralelos:
  • Systematic review of Flipped Classroom methodology interventions applied in the area of Physical Education in the context of Primary Education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El propósito de esta revisión sistemática fue conocer el avance y el impacto de la aplicación de la metodología de innovación de Flipped Classroom en las clases de Educación Física en el nivel educativo de Educación Primaria en comparación con diferentes metodologías de enseñanza basándonos en publicaciones científicas. En tal sentido, la búsqueda se realizó en las bases de datos de SCOPUS, Web of Science y PubMed, empleando las palabras clave: Flipped classroom, Flipped learning, Physical education, Basic education, primary education. En la misma línea, fueron excluidos estudios que no abordaban la intervención en el área de Educación Física y el contexto de Educación Primaria.

  • English

    The purpose of this systematic review was to know the progress and impact of the application of the Flipped Classroom innovation methodology in Physical Education classes at the Primary Education educational level in comparison with different teaching methodologies based on scientific publications. In this sense, the search was carried out in the SCOPUS, Web of Science and PubMed databases, using the keywords: Flipped classroom, Flipped learning, Physical education, Basic education, primary education. Along the same lines, studies that did not address the intervention in the area of Physical Education and the context of Primary Education were excluded.

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