Flipped classroom: methodology to enhance meaningful learning in Natural Sciences in Basic General Education
DOI:
https://doi.org/10.62697/rmiie.v3i3.103Keywords:
Flipped classroom, natural sciences, meaningful learningAbstract
Education is one of the most important human rights with high social connotation. One of the most recent stages is the gradual transition from face-to-face educational models towards educational models based on the use of ICT, including what is known as the flipped classroom. The present research was carried out with the objective of developing a methodology based on the inverted classroom to enhance meaningful learning, from epistemological and axiological perspectives, in the natural sciences subject of the Basic General Education level for 7th grade students, grouped into two parallels of the Cerit educational unit, located in the province of Cotopaxi, canton, Latacunga. Mixed methodology was used, combining quantitative and qualitative approaches, with a quasi-experimental design with an experimental group and a control group, to analyze the effect of the proposed flipped classroom methodology on the students' meaningful learning. The effectiveness of the proposed methodology was demonstrated to enhance meaningful learning and constructivist learning theories, through the reversal of the traditional roles of the teacher and students, and the proposal of different ways to guide the class, counting on the participation active and reflective of the students. This methodology is flexible and generalizable, so it can be adapted in each educational unit, even by each teacher according to the needs of the natural sciences teaching-learning process.
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