La incidencia del aula invertida al aprendizaje activo

Abstract

Previously, the schools and libraries were the only places where a person could find knowledge. In schools, this knowledge was imparted using the traditional model that promoted learning of a passive nature that contradicted the ideals of constructivist active learning. Currently, with the appearance of Information and Communication Technologies, knowledge became easily accessible and had a great impact on education which caused the emergence of pedagogies that seek to promote active learning and include ICT, a one of them is the flipped classroom. Therefore, it does not make sense that currently in some classrooms the traditional model continues to predominate and ICT is marginalized. For this reason, in this monograph, which is located in the social and educational field, we making use of scientific articles and academic books, we seek to determine in a bibliographic way the incidence of the flipped classroom to active learning. To achieve this, we proceed to analyze the flipped classroom variable from its history and definition, theoretical foundations, characteristics, and types. Also, we proceed to analyze the active learning variable from human learning, its history and definition, its nature, and its characteristics. In the end, the relationship between the variables is established. As a result, we were found that the flipped classroom promotes active learning by covering the knowledge generated by humanity through structured activity and self-regulation, allowing the application of the acquired knowledge, thinking in levels cognitive skills, allowing social learning, and recognizing and respecting learning styles