“El aula invertida para el desarrollo del aprendizaje autónomo”
The research is developed about the subject inverted classroom, which is a methodological strategy that promotes development of autonomous learning into students, the context of the development of this strategy, materials that are provide to the students before classes; those items allow to the stud...
محفوظ في:
| المؤلف الرئيسي: | |
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| مؤلفون آخرون: | |
| التنسيق: | bachelorThesis |
| اللغة: | spa |
| منشور في: |
2023
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://repositorio.utc.edu.ec/handle/27000/11542 |
| الوسوم: |
إضافة وسم
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إضافة وسم | الملخص: | The research is developed about the subject inverted classroom, which is a methodological strategy that promotes development of autonomous learning into students, the context of the development of this strategy, materials that are provide to the students before classes; those items allow to the students acquire prior knowledge of what will be discussed inti the classroom, individually and on their own rate. There are evidences that demonstrate some methodological strategies doesn´t develop self-reasoning. Nowadays, traditional practices are still applied into the classrooms, and it doesn’t allow to create active learning and autonomy to the students. Using this perspective, the objective of this research was to apply a new model to our country Inverted classroom to encourage development of autonomous learning of the students of the Seventh grade, Parallel "A", in the of Language and Literature´s class at Basics School "Lic. Jaime Andrade Fabara", Cotopaxi province, Latacunga city, on period 2023th. This work was carried out through qualitative research because it allowed analyzing the educational problems related to the methodologies applied on classes. Observations was the technique that was used, with its respective instrument, observation guide was applied to two directors and two teachers of this area, likewise, the inductive method was used to reach conclusions. This research results in a diagnosis, reflections, design and application of the methodological strategy based on the inverted classroom. The following categories were developed at this research: previous activities, socio-affective strategies, video as a methodological strategy, cognitive strategies, didactic resources in the didactic process, comprehensive reading and self-evaluation. In this way, this scheme contributes with strategies and didactic that are required by teachers to optimize time and resources before, during and after class. Thus, the inverted classroom is an effective methodological strategy to promote autonomous learning and student participation because they learn by doing and develop intellectual, collaborative, affective and investigative skills. |
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