Flipped Classroom y el uso de las herramientas tecnológicas para la enseñanza de las ciencias experimentales

Abstract

Abstract: Due to the Covid-19 pandemic, the teaching-learning process led teachers to integrate new innovative methodologies. Therefore, the objective of this study is to analyze how the active flipped classroom (FC) methodology and the use of technological tools facilitate learning for the teaching of experimental sciences. For this purpose, a mixed design (quantitative-qualitative) was used; the quantitative approach consisted of a systematic review, compilation and classification of up-to-date scientific articles listed in the Flowchart Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA); for the qualitative approach, an observation and documentary analysis was carried out based on the results obtained in the flowchart. In this way, the importance of the use of the FC was confirmed, where the student is responsible for his own training process, passing the teacher to be a guide and facilitator, which in turn encourages active participation, autonomous work, developing metacognitive skills in the student. This model strengthens motivation and consequently improves academic performance.