A. Guerrero-Torrenegra, M. V. Machado-Penso, Jorge Alberto Aldea-Lopez, Nelsy Dufay Londoño-Bermúdez
{"title":"课堂教学法对生物气候建筑教学过程的贡献","authors":"A. Guerrero-Torrenegra, M. V. Machado-Penso, Jorge Alberto Aldea-Lopez, Nelsy Dufay Londoño-Bermúdez","doi":"10.22320/07190700.2023.13.01.08","DOIUrl":null,"url":null,"abstract":"Education has changed thanks to technology. Therefore, more than sharing knowledge, the aim is to promote creativity through tools and methods. This paper aims at analyzing the suitability of the inverted classroom in the teaching-learning process of bioclimatic architecture in the context of a pandemic or traditional classroom teaching. The methodology has a qualitative approach, a non-experimental design, and an exploratory study. The results confirm that the students deduced the theoretical knowledge and competencies they would have received in a linear way in the traditional classroom. In conclusion, it is suggested that the difference between this teaching practice and a traditional one was in making the theoretical derive from the practical, activating a didactic transposition process that not only simplified knowledge but was based on generating transversalities from the variables involved in the learning process.","PeriodicalId":41346,"journal":{"name":"Revista Habitat Sustentable","volume":"1 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Aportes de la metodología de aula invertida en el proceso de enseñanza-aprendizaje de la arquitectura bioclimática\",\"authors\":\"A. Guerrero-Torrenegra, M. V. Machado-Penso, Jorge Alberto Aldea-Lopez, Nelsy Dufay Londoño-Bermúdez\",\"doi\":\"10.22320/07190700.2023.13.01.08\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Education has changed thanks to technology. Therefore, more than sharing knowledge, the aim is to promote creativity through tools and methods. This paper aims at analyzing the suitability of the inverted classroom in the teaching-learning process of bioclimatic architecture in the context of a pandemic or traditional classroom teaching. The methodology has a qualitative approach, a non-experimental design, and an exploratory study. The results confirm that the students deduced the theoretical knowledge and competencies they would have received in a linear way in the traditional classroom. In conclusion, it is suggested that the difference between this teaching practice and a traditional one was in making the theoretical derive from the practical, activating a didactic transposition process that not only simplified knowledge but was based on generating transversalities from the variables involved in the learning process.\",\"PeriodicalId\":41346,\"journal\":{\"name\":\"Revista Habitat Sustentable\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2023-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Habitat Sustentable\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22320/07190700.2023.13.01.08\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"ENGINEERING, ENVIRONMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Habitat Sustentable","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22320/07190700.2023.13.01.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"ENGINEERING, ENVIRONMENTAL","Score":null,"Total":0}
Aportes de la metodología de aula invertida en el proceso de enseñanza-aprendizaje de la arquitectura bioclimática
Education has changed thanks to technology. Therefore, more than sharing knowledge, the aim is to promote creativity through tools and methods. This paper aims at analyzing the suitability of the inverted classroom in the teaching-learning process of bioclimatic architecture in the context of a pandemic or traditional classroom teaching. The methodology has a qualitative approach, a non-experimental design, and an exploratory study. The results confirm that the students deduced the theoretical knowledge and competencies they would have received in a linear way in the traditional classroom. In conclusion, it is suggested that the difference between this teaching practice and a traditional one was in making the theoretical derive from the practical, activating a didactic transposition process that not only simplified knowledge but was based on generating transversalities from the variables involved in the learning process.