Metodología aula invertida para desarrollar destrezas del ámbito relaciones con el medio natural y cultural.

Abstract

The inverted classroom is a methodology that is little used at the preschool level; therefore, the objective of this research was to learn about the main findings that support the importance of the flipped classroom methodology to develop skills in the field of the natural and cultural environment in preschool children. The research methodology was the systematic review of the literature, with a qualitative, descriptive-explanatory approach. The search was conducted using sources, such as books, scientific articles, and theses. Eighty documents were found, considering the following criteria: relevance, pertinence, reliability, and validity; choosing 34 files from the following scientific databases: ProQuest, La Referencia, Scopus, redalyc.org, Scielo, Redalyc, and Google Scholar. The most important finding was that the classes taught by the teacher continued to use a traditional methodology that affects student learning. The main conclusion is that the methodology not only refers to the use of technologies but also works on the autonomy of the child, by encouraging his previous knowledge and making him the builder of his learning, which is important for his integral development. One of the limitations of this work has been the lack of research on the inverted classroom methodology at the preschool level.