FLIPPED CLASSROOM: A TRANSDISCIPLINARY STUDY

The appropriation of the flipped class as a pedagogical device allows the translation of scientific knowledge into a pedagogical language, allowing diverse students to get involved in the teaching-learning processes and value the knowledge transferred. The three reported experiments were carried out in course units of the Educational Sciences, Pharmaceutical Sciences and Civil Engineering syllabuses and took into account different objectives. The analysis of the results is based on a survey and the main benefits of the reported practice are linked to the idea of 'doing the right thing', of linking the activities of the flipped classes to the achievement of learning outcomes, having created a space for critical reflection by the students and to be able to deepen the concept of flipped class as a pedagogical device in 'dialogue' with various scientific areas. An avenue for future research is to evaluate pedagogical experiences using multi-method research strategies.