ArticleInternational journal of environmental research and public health2020
Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education.
Article in International journal of environmental research and public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Article
- Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education.European journal of investigation in health, psychology and education · 2022Article
- Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents.European journal of investigation in health, psychology and education · 2021Article
- Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science.European journal of investigation in health, psychology and education · 2021Review
- Article
- Flipped classroom versus traditional lecture in training undergraduates in pediatric epilepsy.Journal of family medicine and primary care · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
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