Estrategia didáctica clase invertida (Flipped classrom), para el desarrollo del pensamiento científico en el área de Ciencias Naturales en E.G.B.

Abstract

The construction of significant learning in the Natural Sciences subject, having students as protagonists of the teaching-learning process, is one of the challenges that teachers currently face. This work proposes the use of the Inverted Class strategy to develop scientific thinking skills in the ninth year students of Basic General Education. For its implementation, the mixed methodology was used, which consists of combining the qualitative methodology and the quantitative methodology in the same study, in order to triangulate the information and obtain the greatest possible strength in this work. To collect information with the quantitative methodology, a pre-test, a post-test and a questionnaire with closed questions were used. To collect information with the qualitative methodology, we worked with focus groups and an observation sheet. During the application, we worked systematically with 28 ninth-year EGB students, in the didactic unit "Levels of organization in living things and their interaction with the environment". For this, before class, the students carried out research and watched videos at home and during class they worked in groups, in the elaboration of billboards, which they later presented to their classmates. After processing the information, it was concluded that the Inverted Class strategy contributed positively to the development of scientific thinking skills, among which research, hypothesis formulation, observation and argumentation stand out, at the same time that it became an enriching experience for students and teacher. Participants experience the benefits of the Inverted Class, such as improving the classroom environment and supporting students with the greatest disadvantage in terms of academic performance.