El aula invertida y el uso de herramientas tecnológicas para la enseñanza de las ciencias experimentales

Abstract

Abstract: The evolution of the educational process has glimpsed the need to count and implement new teaching methodologies that allow the generation of a change in the role of the student through the generation of interactive and innovative spaces, it is so, the investigation with the The objective of analyzing the inverted classroom and the use of technological tools facilitate the learning of experimental sciences, for which the mixed research paradigm was applied with a convergent design in which quantitative and qualitative research techniques and instruments intervened (Creswell, 2012). , using systematic review techniques for quantitative analysis and documentary analysis for qualitative analysis, a search was carried out in databases where 80 articles referringto the flipped classroom were obtained, exclusion and inclusion criteria were applied to select 20 articles that were the object of analysis for their selection was supported by i Instruments such as PRISMA flowchart and registration charts. The results indicate that this active methodology makes the student the main actor in their learning, helping to increase their academic performance and favoring autonomous work, generating greater interaction between the teacher and the student.