Estrategia didáctica para el uso del aula invertida en el aprendizaje en las ciencias naturales Didactic strategy for the use of the inverted classroom in the learning in the natural sciences

Abstract

The inverted classroom strategy proposes a form of cognitive assimilation, through the use of technologies based on the autonomous learning of the student. The research carried out aimed to demonstrate the validity of the methodology known as Flipped Learning in the learning processes of the Science area and the advantages it offers from the autonomous work of the students based on the application of this didactic strategy in learning in the classrooms. Natural Sciences of the students of the middle basic sublevel of the Fiscal Educational Unit Pablo Zamora Salgado. The research had a mixed approach, that is, qualitative and quantitative. To obtain results, the interview was used, addressed to the tutor teacher and an observation sheet to the seventh grade students. The results obtained show the lack of application of didactic strategies that provide quality results for students and the importance of using the flipped classroom as a strategy that allows students to arouse their interest and motivation while developing cognitive, practical, linked to analysis and creativity.