Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain.
Int J Environ Res Public Health. 2020 Apr 26;17(9):3007. doi: 10.3390/ijerph17093007.
Technological progress in the educational field has led to the application of active and innovative teaching methods, such as flipped learning, including in the field of dietary education. This is considered a mixed formative approach that combines face-to-face and outside the classroom education. The objective of this research was to analyze the effectiveness of flipped learning methodology on a traditional training practice in dietary training, both in the sixth grade of primary education and in the fourth level of secondary education. A quasi-experimental design was adopted with two experimental groups, two control groups and only posttest. The final sample was composed of 115 students divided into four groups, two of each educational stage mentioned. A didactic unit consisting of six sessions in all groups was applied. Two different training methodologies were followed according to the nature of the group (control-traditional; experimental-flipped learning). The results reveal that flipped learning is effective both in primary education and in secondary education, being more influential in student development in this last stage. It is concluded that the flipped learning approach has meant an improvement of the academic indicators evaluated after a diet education program.
教育领域的技术进步推动了主动创新教学方法的应用，如翻转学习，包括饮食教育领域。这被认为是一种混合形成性方法，结合了面对面和课堂外教育。本研究的目的是分析翻转学习方法在饮食培训传统培训实践中的有效性，包括小学六年级和中学四年级。采用了准实验设计，有两个实验组、两个对照组和仅后测。最终样本由 115 名学生组成，分为两组，每组来自上述两个教育阶段。在所有组中应用了包含六个单元的教学单元。根据组的性质（对照-传统；实验组-翻转学习）采用了两种不同的培训方法。结果表明，翻转学习在小学和中学教育中都很有效，在最后一个阶段对学生发展的影响更大。结论认为，翻转学习方法意味着在饮食教育计划后评估的学业指标有所提高。
