Critical evaluation of the Flipped Classroom. From theory to reality

Abstract

The enormous volume of articles of purported scientifc impact based on the criteria of the journals selected by the Journal Citation Reports of the Web of Science yields more than 5,700 results around the fipped classroom. As a new panacea, a simple methodology is used for everything, and is sometimes taught to future teachers, paradoxically, masterfully, so that, presumably, in their next professional development, they apply something that perhaps they did not even see in practice. The difculty of implementing the active methodologies themselves, in classrooms of children up to early childhood education, is something known by those who really execute these practices on a daily basis. Through the following lines we will verify the scientifc basis of this methodology starting from its primary source.