Flipped Learning como estrategia de enseñanza-aprendizaje en la asignatura de geografía.

Abstract

In the Ecuadorian context, it can be seen that there are students of limited economic resources; some of them have been inserted into the Educational Project of the Salesian Religious Community in Ecuador, who have tried to guarantee their right to education. However, academic needs still persist, as the development and exercise of an active methodology that allows them to strengthen the acquisition of new knowledge is neglected. The purpose of this article is to generate new knowledge through the Flipped Learning methodology to achieve the Learning goals in Geography in 4th grade at the Unidad Educativa Fiscomisional San Patricio (UESPA). For its fulfillment, a mixed research methodology is used, since at one time it is developed from a qualitative approach where the technique of bibliographic information collection is used, and another with a quantitative approach through field research developed in the fourth level students. As a result, the Flipped Learning methodology in Geography classes generated new learning scenarios for students to acquire new knowledge with a high level of satisfaction; as a discussion, there is the interest of students to learn, which not only depends on them, but also on the teachers, who with the Flipped Learning methodology, can offer new teaching proposals; finally, as a proposal and reflection, the conclusion is that the teachers of the San Patricio Fiscomisional Educational Unit should combine this active methodology in their planning, making use of other tools, techniques and resources that enrich the teaching-learning process. In the population investigated, the lack of technological resources in their homes is perceived, scenarios that do not favor the development of study habits. Based on this need, the design of the Flipped Learning methodology is proposed to be applied to the indicated population, using the three moments: before, during and after. As an approach to be maintained in this research is that motivation and study techniques applied to the learning of Geography result in meaningful learning that is evidenced in the improvement of academic performance.