Aplicación del aula invertida y trabajo colaborativo como metodología de innovación, para el desarrollo del pensamiento crítico en el subnivel Medio de Educación General Básica.

Abstract

This project proposes incorporating the Flipped Classroom approach, integrated with collaborative learning strategies, for students aged nine to twelve in middle school in Ecuadorian educational institutions, in subjects such as Social Studies, Language and Literature, Mathematics, and Natural Sciences. The initiative stems from concerns about the difficulties observed in the deep comprehension of texts, the limited capacity for analysis, and the restricted active participation in the classroom. The project proposes incorporating the flipped classroom model through its use in planned and systematic activities within the didactic sequence. The main objective is to foster more reflective and independent thinking, enabling students to recognize central ideas, compare different points of view, support opinions with solid arguments, and draw well-founded conclusions. The activities will be carried out in two phases: 30-40 minute independent work sessions and 40-minute classroom sessions. Assessment will be conducted using instruments such as rubrics, rating scales, and checklists, which will allow for the identification of changes in students' levels of analysis and comprehension, as well as the project's impact. This proposal seeks to improve students' reading comprehension, as well as the teacher's role in relation to the methodology, allowing for long-term sustainability.