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

Abstract

Abstract: The educational system has been immersed in various changes that continuously seek for the student to be the main actor in the teaching-learning process, that is, to learn to learn in a sustainable way over time, the inclusion of active methodologies and tools Technological technologies allow educational actors to adapt to innovative digital platforms that facilitate teaching, allowing them to acquire prominence and skills in complex areas. Therefore, the objective is to analyze how the inverted classroom and the use of technological tools facilitate the learning of experimental sciences through the systematic search for articles with academic rigor that provide reliable information on the methodology in question, after identifying the current problematization and set the objectives, the investigation and meticulous selection of twenty articles is carried out based on the principles of the PRISMA declaration, making a record of the most relevant contributions, which led to the conclusion that the inverted classroom is an active and innovative methodology, which changes the paradigm of traditional education, allowing the understanding of scientific areas such as Natural Sciences, Chemistry and Biology.