Palabras clave
aula invertida
aprendizaje basado en retos
estudiantes Traditional instruction
flipped classroom
challenge-based learning
students
Cómo citar
Resumen
El objetivo de este estudio fue evaluar y comparar la efectividad de tres métodos de enseñanza de soporte vital básico (SVB) en alumnado de Educación Secundaria, así como analizar su impacto en los conocimientos teóricos y en variables actitudinales relacionadas con la conducta de ayuda. Se realizó un estudio observacional, prospectivo, antes-después, en el que participaron 110 estudiantes [69 niñas (62,7%)] con una media de edad de 15,50 años (DE = 0,42) repartidos en tres grupos: 1) enseñanza tradicional/clásica (GT; n = 31); 2) aula invertida (GAI; n = 38); 3) aprendizaje basado en retos (GR = 41). Para la evaluación de conocimientos se empleó un cuestionario Ad Hoc de 10 preguntas y para la valoración de las actitudes hacia el SVB, el Cuestionario sobre la actitud hacia el uso del desfibrilador externo automático y el soporte vital básico. Los resultados muestran que las tres metodologías mejoran los conocimientos del alumnado tras la intervención. Las metodologías activas (aula invertida y el aprendizaje basado en retos) aumentan la autoeficacia percibida, la motivación positiva y la intención de realizar SVB, y disminuyen la amotivación. Estos hallazgos destacan la importancia de integrar metodologías activas en la enseñanza del SVB en el contexto escolar.
Citas
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