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FLIPPED CLASSROOM EN EL DESARROLLO DE PENSAMIENTO CRÍTICO EN LOS ESTUDIANTES DE LA CARRERA DE PSICOLOGÍA, DE LA UNIVERSIDAD TÉCNICA DE BABAHOYO.
| dc.contributor.advisor | SOBENIS CORTES JUAN ALIPIO | |
| dc.contributor.author | LOZANO SANCHEZ CARMEN | |
| dc.date.accessioned | 2024-04-23T15:08:00Z | |
| dc.date.available | 2024-04-23T15:08:00Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16287 | |
| dc.description | In itself, the flipped classroom, or inverted classroom, is a pedagogical approach that inverts the traditional teaching model. In this method, students study concepts at home through multimedia materials, such as videos or readings, and then participate in hands-on and discussion activities in the classroom. This methodology promotes more active and student-centered learning, allowing more time in class for the practical application of concepts and interaction between students and the teacher. Regarding its influence on critical thinking, the flipped classroom offers several opportunities to develop this skill. By reversing class time, students have the opportunity to process information on their own before discussing it in class. This encourages individual reflection and questioning, which in turn promotes critical thinking. Additionally, by participating in hands-on and discussion activities in class, students have the opportunity to apply and analyze the concepts learned, further strengthening their critical thinking skills. In summary, the flipped classroom offers a learning environment that promotes critical thinking by allowing students to process information individually before engaging in class activities focused on the application and discussion of concepts. This approach helps students develop analysis, evaluation, and synthesis skills fundamental to critical thinking. | es_ES |
| dc.description | In itself, the flipped classroom, or inverted classroom, is a pedagogical approach that inverts the traditional teaching model. In this method, students study concepts at home through multimedia materials, such as videos or readings, and then participate in hands-on and discussion activities in the classroom. This methodology promotes more active and student-centered learning, allowing more time in class for the practical application of concepts and interaction between students and the teacher. Regarding its influence on critical thinking, the flipped classroom offers several opportunities to develop this skill. By reversing class time, students have the opportunity to process information on their own before discussing it in class. This encourages individual reflection and questioning, which in turn promotes critical thinking. Additionally, by participating in hands-on and discussion activities in class, students have the opportunity to apply and analyze the concepts learned, further strengthening their critical thinking skills. In summary, the flipped classroom offers a learning environment that promotes critical thinking by allowing students to process information individually before engaging in class activities focused on the application and discussion of concepts. This approach helps students develop analysis, evaluation, and synthesis skills fundamental to critical thinking. | es_ES |
| dc.description.abstract | En sí, El flipped classroom, o aula invertida, es un enfoque pedagógico que invierte el tradicional modelo de enseñanza. En este método, los estudiantes estudian los conceptos en casa a través de materiales multimedia, como videos o lecturas, y luego participan en actividades prácticas y de discusión en el aula. Esta metodología promueve un aprendizaje más activo y centrado en el estudiante, permitiendo un mayor tiempo en clase para la aplicación práctica de los conceptos y la interacción entre los estudiantes y el profesor. En cuanto a su influencia en el pensamiento crítico, el flipped classroom ofrece varias oportunidades para desarrollar esta habilidad. Al invertir el tiempo de clase, los estudiantes tienen la oportunidad de procesar la información por su cuenta antes de discutirla en clase. Esto fomenta la reflexión individual y la formulación de preguntas, lo que a su vez promueve el pensamiento crítico. Además, al participar en actividades prácticas y de discusión en clase, los estudiantes tienen la oportunidad de aplicar y analizar los conceptos aprendidos, lo que fortalece aún más su capacidad de pensamiento crítico. En resumen, el flipped classroom ofrece un entorno de aprendizaje que promueve el pensamiento crítico al permitir a los estudiantes procesar la información de manera individual antes de participar en actividades de clase centradas en la aplicación y la discusión de los conceptos. Este enfoque ayuda a los estudiantes a desarrollar habilidades de análisis, evaluación y síntesis, fundamentales para el pensamiento crítico. | es_ES |
| dc.format.extent | 34p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | babahoyo | es_ES |
| dc.relation.ispartofseries | E-UTB-FCJSE-PCEI-000070; | |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | flipped classroom, aprendizaje activo, pensamiento crítico, actividades interactivas, aprendizaje significativo. | es_ES |
| dc.subject.other | CIENCIAS EXPERIMENTALES INFORMÁTICA | es_ES |
| dc.title | FLIPPED CLASSROOM EN EL DESARROLLO DE PENSAMIENTO CRÍTICO EN LOS ESTUDIANTES DE LA CARRERA DE PSICOLOGÍA, DE LA UNIVERSIDAD TÉCNICA DE BABAHOYO. | es_ES |
| dc.type | bachelorThesis | es_ES |
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