Flipped Classroom Teaching in Organic Chemistry in the Context of CLIL

Abstract

This paper proposes an experience that involves the methodological model of the flipped classroom with the introduction of foreign language teaching, to promote the acquisition of transversal and linguistic skills in three subjects of the Degree in Chemistry at the University of Huelva (Spain). This proposal includes the implementation of this methodology in different didactic units of each one of the subjects. The method is developed in 4 different phases, starting with the programming of the experience; elaboration of the teaching material for its development, based on the autonomous work of the students; to the classroom work and resolution of doubts that take place in the classroom. The implementation of this teachinglearning experience has been globally successful.