Flipped Classroom as a methodology for the training of future teachers in teaching history

Abstract

Introduction: The teaching of History in the academic field is often associated with methodologies of traditional cut, in which a model of direct instruction predominates, there is an excessive load of lecture content. These characteristics provoke a demotivated vision in the students to unload the learning of this subject. The main objective of this work is to assess the possibilities offered by the Flipped Classroom methodology for the study of History Methodology: To achieve this objective, a didactic intervention of application of this methodology has been carried out on a sample of n=276 students studying the degrees of Early Childhood Education and Primary Education. In order to measure the incidence of this didactic intervention on the recall of History contents, a pretest and a posttest, elaborated ad hoc, have been applied, in which students were asked about their recall of dates, events and characters before each historical age, before and after the intervention Results: The results obtained point to a positive incidence of the methodology on the students' recall of historical competences. Conclusions: This allows us to conclude the suitability of the methodology used for the study of history.