Estrategia didáctica aula invertida para el desarrollo de competencias en la unidad de trabajo uno, reacciones químicas y ecuaciones, en 2do de Bachillerato Técnico de la UECIB Sisid, en el periodo octubre- noviembre 2019

Abstract

The present degree work has been developed with the purpose of improving the development of competences in the students of the Second Year of High School of the UECIB Sisid, through the application of the didactic strategy inverted classroom in the subject of Chemistry, work unit number one,chemical reactions and its equations, in the period October-November 2019, at the Sisid commune, Ingapirca Parish, City and Province of Cañar; since a series of difficulties in the teaching-learning process in the Chemistry course have been shown, with some shortcomings in the development of skills and little interest in the learning process, verified in professional practice through systematic classroom observation, the application of diagnostic tests and assessment instruments; This process has been problematized in meetings of grades boards and circles of pedagogical reflections analyzing the learning reports. For this, in this research a socio-critical paradigm was used, as well as a quantitative and qualitative research design, supported by research techniques and instruments, such as classroom observation, surveys, interviews, evidenced by field diaries, videos, classroom sheets, data from the learning reports. To determine the competences, an evaluation questionnaire (Pre-test) was applied to the students, based on traditional teaching; Then, we proceeded with the development of work unit one of the Chemistry course, using the pedagogical model of inverted learning; At the end of the didactic unit, and in order to measure the competences reached by the students, the same evaluation questionnaire (post test) was applied. After the analysis and discussion carried out on the basis of the results obtained, where significant differences were revealed in the conceptual, procedural, and attitudinal competences reached by the students, and therefore it was possible to conclude that the implementation of the proposed model influenced the scope of the desired competencies in students.