Influence of the flipped classroom in the scientific training of pre-service teachers: benefits in the teaching-learning process, attitudes and expectations towards science

The flipped classroom methodology is becoming increasingly widespread in the university environment but its implications have not been fully analyzed yet. This study highlights the key aspects for a successful implementation of the inverted classroom and formulates didactic objectives that are essential for the meaningful learning of Experimental Sciences. The study has been carried out in the context of the subject Sciences of Matter and Energy in three degrees linked to the Degree in Teaching in Primary Education, and covers more than 200 students, both in the experimental group and in the control group. This study has been tackled through three instruments: the academic performance of the different parts of the subject; discussion groups of the teaching staff involved; and the final questionnaire completed by the students. The analysis shows a significant improvement in the academic results in the majority, as well as positive results in their expectations as future science teachers and in the development of positive attitudes towards science. In addition, the benefits achieved during the teaching-learning process are analyzed, such as the development of meta-cognition capacity, the change of roles of teachers and students, a better feedback, and a higher level of cognitive achievement. Finally, these results are discussed on the basis of those key aspects of the inverted classroom with the inclusion of the didactic objectives typical of Experimental Sciences, as well as the view of the teaching staff throughout it.