Palavras-chave
collaborative work
high order thinking skills
aula invertida
trabajo colaborativo
habilidades cognitivas superiores
aula invertida
trabajo colaborativo
habilidades cognitivas superiores
Como Citar
Resumo
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.
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