Actualidades Investigativas en Educación ISSN electrónico: 1409-4703

OAI: https://revistas.ucr.ac.cr/index.php/aie/oai
Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores
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Palabras clave

flipped classroom
collaborative work
high order thinking skills
aula invertida
trabajo colaborativo
habilidades cognitivas superiores
aula invertida
trabajo colaborativo
habilidades cognitivas superiores

Cómo citar

Alvarracín Alvarez, A. M., Guanopatín Jinéz, J. P., & Benavides Herrera, P. V. (2022). Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores. Actualidades Investigativas En Educación, 22(2), 1–31. https://doi.org/10.15517/aie.v22i2.48865

Resumen

Este artículo con metodología y enfoque cuantitativo y alcance descriptivo-correlacional recoge percepciones del alumnado sobre la aplicación del aula invertida y tradicional, y presenta el aporte de estos dos enfoques en el desarrollo de habilidades de pensamiento superior. La investigación ocurrió en marzo, abril y mayo de 2021. Se seleccionaron dos paralelos en una Institución pública de Quito, Ecuador, con estudiantes entre 16 y 18 años. Con 35 se aplicó el aula invertida y 29 trabajaron en el aula tradicional. Para recopilar información se utilizó un cuestionario con escala Likert, y otro con preguntas que midieron habilidades cognitivas superiores. Los datos recopilados recibieron un tratamiento con medidas de tendencia central y un análisis factorial de correspondencias múltiples. Los resultados revelan que el alumnado del aula invertida y tradicional tienen percepciones positivas respecto a los dos escenarios en que trabajaron. Sobre el desarrollo de habilidades cognitivas superiores del alumnado, los resultados sugieren ligeras ventajas en la habilidad de analizar y evaluar dentro del aula invertida. En la evaluación final, educandos del grupo aula invertida muestran 5.5 puntos sobre 10; estadísticamente mayor a los 4.7 puntos promedio que se observa en el aula tradicional. Los datos recopilados en la aplicación del aula invertida son la fortaleza de este estudio. Investigación que se suma a las todavía escasas fuentes bibliográficas que existen sobre esta temática en tiempos de la pandemia COVID 19.

https://doi.org/10.15517/aie.v22i2.48865
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Citas

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