Desarrollo de la lectura crítica mediante el aula invertida para formar sujetos con pensamiento crítico

Abstract

One of the main shortcomings identified in the current educational context was the lack of critical reading skills in the ninth-year students of the PCEI Division Education Unit in Pichincha. This skill turned out to be extremely relevant in forming subjects with critical thinking, capable of facing the challenges of the 21st century. The main objective of the research was the development of critical reading through the inverted classroom, with the aim of forming subjects with critical thinking. The methodology used was quantitative and qualitative approaches, showing through the field journal and surveys that reading is an indispensable resource in personal and professional development. Through the reading project focused on competencies and skills, 10 face-to-face surveys were obtained as main results. Of those surveyed, 90% said they had shown greater interest in reading through the use of technological, recreational and innovative tools that met sustainable development goals. These tools enabled them to tackle academic and professional challenges more effectively. The reverse classroom implementation was highlighted as a powerful tool that transformed students into protagonists of their own learning. There was a significant increase in the benefit and understanding of reading. Prior to the lessons, students reported they had no previous experience with this approach as they were more focused on the traditional dynamics of school work. Through this methodology, not only did they learn how to analyze and disassemble texts, but they also acquired additional critical skills. Now they know how to interpret texts and develop deeper critical thinking. This achievement is highly satisfying for me, as I have had the active support of my students.