El aula invertida en aprendizajes activos, área ciencias naturales, básica superior, escuela maría piedad castillo de levi, arenillas, 2022-2023

Abstract

This research work focuses on the search for updated and adequate information on the flipped classroom as an innovative methodology to generate active learning in students in upper basic education; the flipped classroom seeks to expand learning methods so that students are protagonists and have a system of feedback from the use of new technologies but is not limited to the same, but seeks a different distribution of class time. It also promotes the active participation of students by giving them the opportunity to learn at their own pace. The project is developed through an orderly process starting from the diagnosis of the object of study, identifying the central problem to be studied and the objectives set in order to determine the influence of the inverted classroom method to promote active learning in the natural sciences in the upper elementary of the María Piedad Castillo de Levi school, given that this subject is taught on several occasions with traditional methodologies, thus making the class monotonous, not allowing students to develop their skills, thoughts and competencies in reference to their learning. Thus, this research is oriented towards a quantitative-qualitative study based on explanatory, correlational, descriptive and propositional guidelines, collecting information through observation, interview and survey, allowing the systematisation of the information found in a timely manner. For the collection of theoretical information, a documented research was carried out using digital instruments, bibliographic sources through the effective search of scientific articles, as well as legal organisations such as the Constitution of the Republic of Ecuador and the Organic Law of Intercultural Education (LOEI). The results found through the instruments applied in the collection of information showed that teachers generally used traditional methodologies and both individual and collective activities in a monotonous way, which made the Natural Sciences classes boring and uninteresting for the students, thus not generating learning in the students. This is due to the fact that she has little knowledge of innovative methodologies that enable her students to achieve significant learning that allows them to use them in the real context. The results found through the instruments applied in the collection of information showed that teachers generally used traditional methodologies and both individual and group activities in a monotonous way, which meant that in Natural Sciences classes the students found them boring and uninteresting, thus not generating learning in the pupils. This is due to the fact that they have little knowledge of innovative methodologies that achieve significant learning in their students, enabling them to use them in the real context. Teachers, being the fundamental basis of education, should explore the diversity of innovative methodologies that go hand in hand with educational technologies as part of their academic training that benefits students to effectively learn the given contents. In this sense, the application of the proposal in terms of the methodological guide on how to effectively implement the flipped classroom is of great relevance because it makes the teacher develop their classes in a more interactive way by systematising the classroom scenario: before, during and after the class. In the same way, the proposal focuses on the use of digital tools and platforms that students use in their daily lives, making it feasible to use the activities proposed as examples in the various subjects that they need to use them.