Aula invertida como metodología educativa para el aprendizaje de la química en educación media

Getting students to learn concepts and appropriate them, in such a way that they develop their cognitive structures, is the desire of every teacher, chemistry is no exception, however, it is noted that there are still lags of Traditional and memorial education in some institutions, in addition to a certain apathy that is sometimes observed in some students, who even without having begun to see a subject already express that it will be complicated to understand. This research seeks to analyze how the flipped classroom educational methodology articulated with ICTs influences the learning process of chemistry of the 10th grade. We worked under a mixed approach, type of descriptive-explanatory research with an exploratory scope. It will be a quasi-experimental investigation; the sample is made up of 50 students divided into a control group of 26 students and an experimental group of 24 students and 4 teachers from the area of natural sciences. The results obtained showed a positive change in student motivation, collaborative work, participation in classes and communication between teacher and student. The main conclusion of this research suggests that this applied methodology improved the learning of chemistry both in the use of concepts and in the explanation of phenomena.

• Autores: Salazar Jiménez, Juan Carlos
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2019
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/5907
• Acceso en línea: https://hdl.handle.net/11323/5907; https://repositorio.cuc.edu.co/
• Palabra clave: Chemistry; Flipped classroom; Educational methodology; Learning; ICTs; Química; Aula invertida; Metodología educativa; Aprendizaje; TIC
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International