Análisis de las percepciones de los alumnos sobre la metodología flipped classroom para la enseñanza de técnicas avanzadas en laboratorios de análisis de residuos de medicamentos veterinarios y contaminantes

Abstract

We present an experience in which we analyze the perceptions of students about the flipped classroom methodology for teaching on advanced techniques in laboratories of residues of veterinary drugs and contaminants. It was conducted with 31 participants, professionals from different areas, in a professional qualification course for laboratory technicians in Spain under the model flipped classrooms. We analyze the feedback from participants on the usefulness of the resources used and the methodology followed. The results show that conceptions of participants on learning influence on assessment and acceptance of this methodology.