Aula invertida como estrategia para fortalecer el pensamiento reflexivo

Abstract

The research work subscribed to this report clearly explains and justifies the implications of the Flipped Classroom strategy as an alternative to improve teacher education in various learning environments, strengthening cognitive skills necessary for comprehensive development, mainly the reflective thought. For this reason, the central problem was started: How does the flipped classroom contribute as a strategy for strengthening reflective thinking in eighth grade students, Heroes de Jambelí Educational Unit, period 2021-2022? In this way, this study aims to establish how the inverted classroom contributes as a strategy to strengthen reflective thinking in eighth grade students, within the "Héroes de Jambelí" Educational Unit, period 2021-2022. The central hypothesis that guided this research describes that this work model contributes significantly to the development of reflective thinking, facilitating personalized learning and active student-centered processes. Regarding the methodology, this thesis is developed from the quantitative and qualitative approaches, supported by the explanatory, descriptive and relational method, in order to analyze and understand the variables of the phenomenon under study, from a cause-and-effect relationship. In addition, the statistical method was used to represent the information referring to these variables, accompanied by the analysis and interpretation of the data obtained. To achieve this, instruments were applied such as: interviews with eighth grade teachers, surveys of the group of students involved and an observation guide to learn about the work modality developed by teachers in the classroom during 3 virtual sessions from the Microsoft Teams platform, giving rise to the recognition of an inherent need to implement the flipped classroom within the teaching process, by identifying little knowledge about this strategy, and even some difficulties for students to reach a level of reflection according to their cognitive age, framed in situations such as little participation in the class and a deficit in the quality of their argumentative contributions with respect to the contents studied. Thus, the proposal presented for this study was a methodological guide, designed to combine a series of methods, techniques, strategies and resources, articulated to the inverted classroom work model and the curricular elements on which the teaching group of the university is based. educational institution. After its implementation and an exhaustive analysis to measure the feasibility conditions in the technical, economic, social and legal dimension, it was concluded that this proposal represents an alternative with a high impact on teachers, since it significantly contributed a series of methodological orientations that contemplate the approach of creative activities, subscribed to the requirements identified within the classroom, highlighting its effectiveness when integrated into the didactic planning, combining its elements with the operational references of the national curriculum. Finally, the recommendations set forth in this document emphasize the need to promote a sense of autonomy in the teacher, for whom continuous professional development will always be a necessity, acquiring skills that allow him to be at the forefront of training trends in education. in the present century.