The flipped classroom as a methodological strategy for teaching Chemistry
El aula invertida como estrategia metodológica para la enseñanza de la Química
DOI:
https://doi.org/10.33936/cognosis.v6i0.2440Keywords:
ArrayAbstract
The growth presented in recent years in the educational area on new teaching methods and techniques, which related to the great technological advances, have allowed the teaching-learning process to be carried out more effectively. There are several knowledge disciplines that have a high degree of complexity, such as Chemistry, in which the application of these innovative resources is very useful. The main objective of the research was to promote motivation in students through the application of the Flipped Classroom as a methodological strategy for teaching chemistry in contrast to traditional teaching. Consideration was given to the application of an innovative methodology in which autonomous and collaborative work was promoted, supported by technological tools and applications, fundamental in working with learners. As a main conclusion, the change presented in the students was evident, which could be verified at the time of carrying out the intra and extra classroom activities, given that they felt more committed within the academic training process, since they were the main actors in their education, that is, there was a change of attitude on the part of each one of them, which generated a greater motivation in the students for the development of the planned activities.
KEYWORDS: Flipped Classroom; self-employment; collaborative work; motivation; Chemistry teaching.
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