Aula invertida y lesson study: experiencias de su aplicación en el área de ciencias sociales, subnivel de básica superior

Abstract

Flipped Classroom is a practice that inverts standard classroom activities with the goal of allowing students to take an active role in their learning experience. The study's goal was to learn about the breadth of AI implementation experience among instructors in the Social Sciences section of the Upper Basic sublevel at the Julio Abad Chica School during the COVID-19 pandemic and post-pandemic era. The study was qualitative in nature, with an exploratory focus, and it incorporated the use of the Lesson Study.We worked with the group of teachers in three phases, the first of which was to characterize the experience using data acquired through a semi-structured interview. In the second, the Inverted Classroom and Lesson Study were created and implemented in tandem, with non-participant observation, video recording of the classes, and field notes employed for recording the experience and data production. The final phase involved group reflection and analysis. Among the outcomes, the Flipped Classroom changed the academic and pedagogical interaction, with the teacher taking on the role of process guide and the student taking on a larger role in the development of their learning. The Lesson Study application, on the other hand, allowed teachers to share their own experiences with the Flipped Classroom and become shared practical information, as well as see the potential of collaborative work to continually improve their teaching practice.