Aula invertida en el aprendizaje significativo de los Estudios Sociales, en el séptimo grado “A”, Punto de Partida Grade School de Loja, 2021 – 2022.

The present research entitled Flipped classroom in the significant learning of social studies, in the seventh grade, classroom A at Punto de Partida school, in the city of Loja, during the school period 2021 - 2022. The general objective is to contribute through the flipped classroom method to provide a meaningful learning in the subject of social studies. On the other hand, the specific objectives are to diagnose the relationship between the inverted classroom and evocative learning in the subject of social studies; additionally, to identify how the inverted classroom affects the learning of students, and finally, to propose alternative guidelines to help improve meaningful learning through the inverted classroom as an active methodology. The type of study is descriptive with a non-experimental transactional design; which has a mixed approach, that allowed evidencing the incidence of the flipped classroom in the significant learning of students. Moreover, various methods were used as well, such as descriptive, analytical, synthetic, hermeneutic and descriptive statistics. The techniques used were: observation, interview and survey; as instruments: observation form and questionnaires; the participant population consisted of 20 students and one teacher; the procedures were: for diagnosis, theoretical foundation, data tabulation, analysis and interpretation, elaboration of discussion, conclusions and recommendations, proposal of alternative guidelines. It can be deduced that flipped classroom has an impact on students' significant learning, since it implies that students become involved in their educational process, acquire responsibilities and commit themselves to review the previous resource in order to take part in practical application activities through which they can apply on what they have learned in their context. Having students as the main characters of their own education, they require an adaptation process where they adapt, that implies students are able to work on their autonomy, becoming a self-taught entity. Key words: flipped classroom, active methodology, meaningful learning, social studies

• Main Author: Briceño Obregón, Mishell Estefania (author)
• Format: bachelorThesis
• Language: spa
• Published: 2022
• Subjects: <AULA INVERTIDA> <METODOLOGÍA ACTIVA> < APRENDIZAJE SIGNIFICATIVO> < ESTUDIOS SOCIALES>
• Online Access: https://dspace.unl.edu.ec/jspui/handle/123456789/25496