Utilidad del aula invertida en el  pensamiento critico

Clara Cecilia Vasquez Moscoso; Alejandro Sabino Menacho Rivera; Juana Marleny Contreras Espinola de Becerra; Daniela Valeria Meneses Vasquez

doi:10.46990/relep.2023.5.2.972

Authors

Clara Cecilia Vasquez Moscoso Universidad Cesar Vallejo https://orcid.org/0000-0003-4653-414X
Alejandro Sabino Menacho Rivera Universidad Cesar Vallejo https://orcid.org/0000-0003-2365-8932
Juana Marleny Contreras Espinola de Becerra Universidad Cesar Vallejo https://orcid.org/0000-0003-1639-7885
Daniela Valeria Meneses Vasquez Instituto Tecnologico Cibertec https://orcid.org/0000-0002-5162-1232

DOI:

https://doi.org/10.46990/relep.2023.5.2.972

Keywords:

Aula invertida, Efectos, Institución educativa, Pensamiento crítico.

Abstract

The objective was to determine the effects that the inverted classroom or the "Flipped Classroom" had on the critical thinking of the students of an educational institution of primary level in Lima, 2022, it is quantitative, applied type, experimental and longitudinal design, it is hypothetical. deductive. A validated questionnaire of content and construct with reliability by Kr20 was used as a tool. The results obtained by a non-parametric statistic from Mann Whitney U indicate that the flipped classroom has significant effects on the critical thinking of the students of an institution school in Lima, where the model displayed a value of Z=-6.018 < Zc= -1.96, as well as p= 0.000<0.001.