Influencia de la estrategia del aula invertida en el aprendizaje significativo de las Ciencias Naturales en estudiantes de cuarto año de Educación General Básica

Abstract

Abstract: This research analyzes the influence of the flipped classroom strategy on the meaningful learning of Natural Sciences in fourth-grade students. Specifically, the study aims to establish the impact of this methodology on the comprehension of scientific content and the development of social and cognitive skills. The study employs a qualitative approach with quantitative support, and is descriptive and analytical in scope. The sample consisted of fourth-grade students. The methods used were theoretical analysis, comparative analysis, and statistical methods. The data collection techniques included surveys and Student's t-tests. The instrument used was a questionnaire. The findings demonstrate that the flipped classroom promotes autonomy, increases active participation, fosters collaborative work, and improves the understanding of Natural Science content despite technological and methodological challenges. It is concluded that this strategy constitutes a relevant pedagogical alternative for promoting meaningful learning in Basic General Education within school settings.