Aula invertida como estrategia para promover aprendizajes significativos en matemáticas en estudiantes de básica secundaria
The general objective of this research was to “Design pedagogical strategies based on the flipped classroom model in order to promote meaningful learning in mathematics in eighth grade students of the I.E.D. David Sánchez Juliao”. The methodology was framed in the emerging paradigm from the compleme...
- Autores:
-
Bohorquez Lambraño, Yuly Angelica
Perez Casiani, Juana
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8020
- Acceso en línea:
- https://hdl.handle.net/11323/8020
https://repositorio.cuc.edu.co/
- Palabra clave:
- Flipped classroom
Meaningful learning
Pedagogical strategies
Aula invertida
Aprendizaje significativo
Estrategias pedagógicas
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The general objective of this research was to “Design pedagogical strategies based on the flipped classroom model in order to promote meaningful learning in mathematics in eighth grade students of the I.E.D. David Sánchez Juliao”. The methodology was framed in the emerging paradigm from the complementary mixed approach; the method used is deductive rationalist. The instruments used to address the research problem were the survey applied to 30 8th grade students and the interview to 5 teachers of the David Sánchez Juliao I.E.D. The findings obtained led to the construction of a proposal of strategies based on the flipped classroom methodology, aimed at promoting meaningful learning in mathematics and motivating teachers and students to take advantage of the opportunities and strengths offered by collaborative work, and the incorporation of ICT, in the teaching of this curricular area in the Colombian educational system. |
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