Flipped Classroom as a Teaching Method in the Didactic Unit Chemical Reactions of the Fifth Grade of the Dominican Secondary Level
Authors
Juan De Dios Domínguez-Liriano
Universidad ISA
[email protected] https://orcid.org/0000-0002-3036-9293Detalles
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Abstract
The Flipped Classroom is an approach that allows students to obtain information in a time and place without physical presence of the teacher, thus changing their traditional roles. In the chemistry teaching process, teachers are forced to teach content, which due to lack of time, does not meet established curricular parameters, affecting student development, causing confusion and misinterpretation. The objective of this research is to evaluate the impact of the implementation of the Flipped Classroom, as a teaching method for cognitive development in the didactic unit Chemical Reactions of the Dominican secondary level students. This study is carried out under the quantitative approach, aimed at fifth-grade students at the secondary level, which a sample of 58 pupils is extracted, divided into two groups (control group and experimental group), from Educational District 08-05, characterized by the application of the new Dominican Curricular Design and the implementation of the Digital Republic program. The techniques used are observation and survey, using the rubric, checklist, log, diagnostic test and evaluation post-test as instruments. The results show that the averages obtained in the post-test by the experimental group in each of the indicators are higher compared to the averages presented in the diagnosis, in addition to also exceeding the final results of the control group, evidencing that the Inverted classroom it has a positive effect on the development of cognitive abilities of learners.
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