El uso del aula invertida como estrategia metodológica en el proceso de enseñanza y aprendizaje para la comprensión de textos escritos, en los estudiantes del primer año de bachillerato

Abstract

Abstract: The use of the flipped classroom is important because it constitutes a pedagogical model that inverts traditional strategies to promote a leading role in the students' learning. The present research aimed to promote the implementation of the flipped classroom as a didactic and methodological strategy to improve the teaching of written text comprehension in first year high school students. The methodology consolidated a mixed, descriptive approach, applying a questionnaire to twenty-eight students and an interview guide to seventeen teachers of the Reina Maternal de la Frontera Educational Unit, in Zapotillo. The results recognized the students' perception to identify the use of the flipped classroom as beneficial because it promotes greater interest and participation in the group. Also, the teachers' perceptions are linked to the deficiency in comprehension and the applied strategy based on traditional aspects based on simple readings. This diagnosis allowed us to present a proposal for didactic innovation organized in the use of the flipped classroom. The conclusions showed a significant contribution in the adequate use of the flipped classroom to promote learning experiences, guarantee the necessary skills in the mastery of knowledge and the contribution to interaction with digital platforms.