Reseña del libro Flipped learning: aplicar el modelo de aprendizaje inverso. Narcea ediciones, Madrid, 2017
DOI:
https://doi.org/10.37536/RIECS.2018.3.1.82Palabras clave:
Modelos de aprendizaje, DocenciaCitas
1. Prieto A, Barbarroja J, Cano I Díaz D Lara I Monserrat J Sanvicén P y Vélez J. Flipped learning: aplicar el modelo de aprendizaje inverso 2017 Narcea Ediciones. Madrid
2. Hestenes D, Wells M, Swackhamer G, Force Concept Inventory. The Physics Teacher. 1992; 30:141-158.
3. Hake R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses Am. J. Phys. 1998. 66, 64-74.
4. Knight J y Wood WB Teaching more by lecturing less. 2005 Cell Biol Educ. Winter; 4(4): 298–310
5. Freeman S, Eddya SL, McDonougha M, Smith MK, Okoroafora N, Jordta H, Wenderotha MP Active learning increases student performance in science, engineering, and mathematics 2014 PNAS 111(23): 8410-15.
6. Deslauriers L, Schelew E, Wieman C Improved Learning in a Large-Enrollment Physics Class 2011 Science 332:862-64.
2. Hestenes D, Wells M, Swackhamer G, Force Concept Inventory. The Physics Teacher. 1992; 30:141-158.
3. Hake R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses Am. J. Phys. 1998. 66, 64-74.
4. Knight J y Wood WB Teaching more by lecturing less. 2005 Cell Biol Educ. Winter; 4(4): 298–310
5. Freeman S, Eddya SL, McDonougha M, Smith MK, Okoroafora N, Jordta H, Wenderotha MP Active learning increases student performance in science, engineering, and mathematics 2014 PNAS 111(23): 8410-15.
6. Deslauriers L, Schelew E, Wieman C Improved Learning in a Large-Enrollment Physics Class 2011 Science 332:862-64.
