Inverted Classroom and Learning of Natural Sciences in High School Students in Times of Pandemic

Abstract

The inverted classroom is a methodology that allows learning drivers to adapt efficiently, and in a multidisciplinary way, to the contents of the area we practice, to the objectives and to the abilities of the student, generating commitments from both the teacher and the student for their professional success. For the research, a quasiexperimental methodology was used with a student population of fifty young people of both sexes, with a control and experimental group, for whose execution four didactic procedures were carried out with their respective input-output evaluations. The analysis of variance (ANOVA) showed the permanent improvement in the learning of natural sciences with increasing trends (means) and decreasing trends (standard deviation); that is, better learning and the homogenization of the group. Studies on the subject have shown its effectiveness in learning processes and where positive reactions as well as reorientation of students are evident.