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espanolEl objetivo de este articulo es evaluar la eficacia del Flipped Classroom en el aprendizaje de Science en la etapa de Educacion Primaria. Este modelo al utilizar diferentes metodologias y estilos de ensenanza parece adaptarse al perfil individual del estudiante. Las transfor-maciones a las que se enfrenta la sociedad en el ambito cientifico-tecnologico exigen repensar y adaptar la educacion cientifica. En un centro de la Comunidad de Madrid que participa voluntariamente se han seleccionado dos grupos naturales de 4o curso, con 27 estudiantes en cada uno de ellos. En un grupo se utiliza el metodo Flipped Classroom y en otro se utiliza un metodo mas tradicional centrado en el uso del libro de texto y explicacion docente. Finalmente despues de 8 meses de intervencion se evaluan los conocimientos en Science, observandose puntuaciones significativas mas altas en el grupo que aprende con el metodo Flipped Classroom. EnglishThe objective of this article is to evaluate the effectiveness of the Flipped Classroom in the learning of Science in the stage of Primary Education. This model appears to adapt itself to the individual profile of each student by using different methodologies and tea-ching styles. The transformations that society faces in the scientific-technological field require rethinking and adapting scientific education. In a center of the Community of Madrid that participates voluntarily, two natural groups of 4th year have been selected, with 27 students in each of them. In one group the Flipped Classroom method is used and in another group a more traditional method is used, centered on the use of the textbook and teaching explanation. Finally, after 8 months of intervention, knowledge in Science is evaluated, observing higher significant scores in the group that learns with the Flipped Classroom method.

Flipped Classroom: Un modelo pedagógico eficaz en el aprendizaje de Science