Resumen de A computer-aided blended learning toolbox to reinforce numerical concepts for science education in a flipped-classroom environment
Jin Su Jeong, David González Gómez 
The learning process is not only strived on the students’ cognitive factors, but also other factors such as the students’ affective domain or self-efficacy beliefs must be considered in order to reach a significant learning. Regarding of students’ self-efficacy beliefs, different studies have already reported to be an important mediator of students’ learning behaviors and the amount of effort they attribute to learning. Self-efficacious students will be more likely to perform more challenging activities and preserver in difficult situations. Thus, this research aims to assess the influence of undertaking a flipped-classroom strategy in the students’ self-efficacy toward learning science. The study was conducted in a General Science course at the Teaching Training School of the University of Extremadura. Self-efficacy students’ beliefs were collected before starting the course (pre-test) and after the course was completed (post-test) using a previously validated questionnaire. The results obtained in this research suggest that the flipped classroom teaching methodology is an appropriate strategy to improve the students’ self-efficacy beliefs towards science not only in scientific skills but also providing more confidence in their ability to use science.
