Aula invertida y aprendizaje significativo en el bachillerato técnico
DOI:
https://doi.org/10.26871/killkanasocial.v8i3.1590Keywords:
Aula Invertida, Aprendizaje Significativo, Estrategia MetodológicaAbstract
The present research was conducted at the San Isidro Fiscal Educational Unit, where it was detected that the teaching of the subject Industrialization of Food Products in the technical baccalaureate faces a significant problem due to the predominant use of traditional methodologies, which limit the motivation and connection of the students with the technical contents. This situation leads to passive participation and hinders meaningful learning. In view of this, the general objective of the research was to develop a methodological strategy based on the inverted classroom to strengthen meaningful learning in the students of the technical high school in the subject of Industrialization of Food Products of the San Isidro Fiscal Educational Unit.
To achieve this, descriptive research was used, which has a mixed approach, combining qualitative and quantitative techniques. Theoretical and empirical methods were used to obtain, interpret and analyze information about the problem, complemented with statistical methods to summarize and facilitate the interpretation of the results. Structured teacher interviews, student surveys and classroom observations were conducted. The population studied included 12 teachers and 280 students, from which convenient samples of 3 teachers and 77 students of the subject of industrialization of food products were selected. The type of sampling was established as non-probabilistic for the convenience of the research.
The main results show the need to adjust current methodological strategies, highlighting the effectiveness of integrating previous knowledge and applying innovative methods. Teachers and students expressed greater motivation and participation when implementing the flipped classroom.
In conclusion, the research highlights that the adoption of methodological strategy inverted classroom, is crucial to foster meaningful learning and prepare students for the future, thus improving the quality of technical education of high school students.
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Copyright (c) 2024 Katherine Dioselina Bermúdez Medranda, Pablo Cisneros Quintanilla, PhD.
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