La Clase Inversa como sustento de una metodología educativa para potenciar el proceso de aprendizaje de 8º año de educación general básica, de la institución educativa Réplica Aguirre Abad de la ciudad de Guayaquil

Abstract

The current investigation seeks to value flipped classrooms implications as sustenance of a methodological education which allows upgrading the process for 8th grade students learning, 86 students from Réplica Aguirre Abad Educational Institute in Guayaquil. The interpretive paradigm used, has allowed to obtain information in order to understand what is happening with the learning process and students’ learning. Theoretical and practical methodological levels, as surveys and interviews, facilitated in rebuilding facts regaining motivation, interpretations and performances from members of the community in a participative-constructive process; a methodological perspective which leans towards triangulation methods, technics, and scientific bases which analyses students learning characteristics. As a contribution to practice, an educational methodology is proposed; its fundamental hub is flipped classrooms, as a learning enhancer, and by means of collaborative learning, it allows interaction among student – group – teacher, strengthening critical thinking, self-control, besides the meaningful axiological component that is generated; which is why is suggested putting it into practice in educational institutes, starting out from the environment where its implemented and to members who take part on it.