Turning the teaching over. An experience of Flipped Classroom in Public Economics
Autores: Artero Escartín, Isabel (Universidad de Zaragoza. Departamento de Estructura e Historia Económica y Economía Pública, Facultad de Empresa y Gestión Pública, Plaza Universidad s/n, 22001 Huesca) | Domeque Claver, Nuria (Universidad de Zaragoza. Departamento de Estructura e Historia Económica y Economía Pública, Facultad de Empresa y Gestión Pública, Plaza Universidad s/n, 22001 Huesca)
Keywords: Active methodologies, educational innovation, flipped classroom, Teaching-learning results
Sometimes our classes are focused on methodologies that prioritize the transmission of content for the passing of a final exam, but we do not get our students to improve certain skills or abilities because their role in the classroom is passive. There are more and more pedagogical models that use a constructivist approach to the teaching-learning process, such as the flipped classroom methodology. The choice of this pedagogical model requires the reconversion of the master class and its materials, which should be made available to the student with sufficient didactic appeal to work outside the classroom with analytical and interpretative capacity and, subsequently, to take advantage of the classroom time. Although its implementation is higher in compulsory education, the flipped classroom is growing as a pedagogical model that incorporates active learning in university classrooms. This paper presents the "inverse class” teaching experience developed in the area of Applied Economics, in the subject of "Economy and Public Sector Finance" of the Degree in Management and Public Administration of the Faculty of Business and Management Public of the Zaragoza University. The results confirm that the students acquire greater responsibility, confidence and commitment in their own learning and, consequently, a significant improvement in the teaching-learning results.