El flipped learning como metodología de enseñanza aprendizaje de la química en el nivel de bachillerato

Abstract

Abstract: The study of Flipped Learning as a teaching-learning methodology of the Chemistry at the Baccalaureate level, carried out at the San Francisco Educational Unit of Asís, Imbabura, allowed us to analyze the impact of flipped learning as a methodology Didactics for teaching chemistry to 40 first-year high school students. This research adopted a quantitative descriptive-correlational approach and sampling non-probabilistic, integrating multiple methods for a holistic understanding: analytical, deductive, inductive and statistical, in addition to techniques such as survey and Bibliographic research. The analysis of the information collected through the Flipped Learning instrument in Secondary Teacher Training and Baccalaureate - Training for Change, made it possible to quantify the satisfaction of the students and measure the impact of flipped learning. The findings indicate that the flipped learning methodology significantly increased participation and student collaboration, leading to efficient learning. Also, the deployment of flipped learning in the different didactic processes admitted to corroborate the contribution of this methodology in the teaching and learning of chemistry in the baccalaureate.