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Int. J. Environ. Res. Public Health 2020, 17, 3007; doi:10.3390/ijerph17093007 www.mdpi.com/journal/ijerph Article Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education Juan Antonio López Núñez, Jesús López-Belmonte *, Antonio-José Moreno-Guerrero and José Antonio Marín-Marín Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain; juanlope@ugr.es (J.A.L.N.); ajmoreno@ugr.es (A.-J.M.-G.); jmarin@ugr.es (J.A.M.-M.) * Correspondence: jesuslopez@ugr.es Received: 27 March 2020; Accepted: 24 April 2020; Published: 26 April 2020 Abstract: Technological progress in the educational field has led to the application of active and innovative teaching methods, such as flipped learning, including in the field of dietary education. This is considered a mixed formative approach that combines face-to-face and outside the classroom education. The objective of this research was to analyze the effectiveness of flipped learning methodology on a traditional training practice in dietary training, both in the sixth grade of primary education and in the fourth level of secondary education. A quasi-experimental design was adopted with two experimental groups, two control groups and only posttest. The final sample was composed of 115 students divided into four groups, two of each educational stage mentioned. A didactic unit consisting of six sessions in all groups was applied. Two different training methodologies were followed according to the nature of the group (control-traditional; experimental-flipped learning). The results reveal that flipped learning is effective both in primary education and in secondary education, being more influential in student development in this last stage. It is concluded that the flipped learning approach has meant an improvement of the academic indicators evaluated after a diet education program. Keywords: dietetic; education research; educational innovation; educational technology; teaching; flipped learning; methodological contrast 1. Introduction The advancement of information and communication technologies (ICT) is generating new trends and ways of acting in people's daily lives. This fact does not go unnoticed in the various social sectors, specifically in education [1], where a process of constant digitalization is taking place [2]. Technological innovations in teaching are generating new training processes, thus promoting innovative educational praxis [3]. Training actions linked to the use of ICT [4], also called techno-pedagogical [5], promote a series of potentials such as the exchange of roles between educational agents [6], the emergence of new teaching methods [7], the use of new resources and educational materials [8], training development anywhere and at any time [9], and access to a large amount of information [10]. All this generates new scenarios in teaching and learning processes [11], which cause improvements in attitudinal, aptitude, and performance aspects in the students themselves [12]. Therefore, we are facing a process of pedagogical renewal [13]. An example of technopedagogy is flipped learning (FL) teaching method [14].