By establishing shared structures and tools, European Education has shifted the focus to student-centred learning under the framework of The Bologna System. This transformation, while empowering students as active participants, presents significant challenges. This aspect constitutes a fundamental issue, for both educators and learners, in the current development of University Education, in which a model grounded in lecture-based teaching has traditionally been employed, particularly in large classes with extensive curricula.

Considering all these, novel strategies have been developed and applied in order to address the main limitations of the traditional model. In this sense, the use of active teaching strategies has played an important role enabling this transformation and promoting the development of an improved teaching and learning process.

In the Processing and Analysis of Environmental Data course, subject of the 3rd year of the Degree in Environmental Sciences, a novel strategy based on the flipped classroom model was used in two different topics of the curricula: Measures of Dispersion and Central Tendency, and Descriptive Statistics. To conduct this study, a pretest-posttest design with a single group was applied, using the mark as the dependent variable. For the first topic, a pre-quiz with 10 random questions chosen from a total of 25, and a post-quiz with 10 questions randomly selected from 33, were implemented. For the second topic, a total of 15 questions were proposed for a pre-quiz with 10 random questions and a post-quiz with 10 questions. The results obtained were quite positive as a result of the flipped classroom dynamic. This is demonstrated by the average scores obtained in the quizzes: 8.03 (with only one failing grade) and 8.80 for topics 1 and 2 in the pre-quizzes, and averages of 8.47 (with no failing grades) and 8.06 in the post-quizzes. It is important to highlight that, as these are foundational topics for the subject, it is essential that the acquisition of these concepts occurs adequately. The final results of the subject showed that more than 41% of the students obtained a grade equal to or higher than "notable" (very good), and only 12.8% received a failing grade.

Keywords: Active teaching strategies, flipped classroom, chemistry, university education.