Flipped Classroom in meaningful learning of Social Studies in the seventh grade of Basic Education

Abstract

Education in Ecuador has evolved, through the years education sector has sought to leave behind obsolete methodologies that positioned the student on a secondary plane; therefore, education has chosen to acquire active methodologies, such as the inverted classroom, which makes the student the protagonist of their learning. The general objective of this research 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. The type of study is descriptive with a non-experimental; which has a mixed approach; 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. It can be deduced that flipped classroom has an impact on students' significant learning, 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, if there is no such acclimatization the student will not be able to respond positively to the use of the methodology, and will be unable to construct meaningful learning.