Citas bibligráficas
Silva, J., (2023). Aula invertida y su influencia en el aprendizaje significativo de estudiantes de Ingeniería Civil de la Universidad Andina del Cusco [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/6024
Silva, J., Aula invertida y su influencia en el aprendizaje significativo de estudiantes de Ingeniería Civil de la Universidad Andina del Cusco []. PE: Universidad Andina del Cusco; 2023. https://hdl.handle.net/20.500.12557/6024
@mastersthesis{sunedu/3567882,
title = "Aula invertida y su influencia en el aprendizaje significativo de estudiantes de Ingeniería Civil de la Universidad Andina del Cusco",
author = "Silva Hurtado, Julio Rommel",
publisher = "Universidad Andina del Cusco",
year = "2023"
}
Our higher education system is characterized by the application of the traditional methodology, imparting knowledge on campus, with a sequential activity model: teaching, study and evaluation. The objective of the present is to explain the influence of the teaching methodology known as "Inverted Classroom" in the meaningful learning of the students of the Professional School of Civil Engineering of the Andean University of Cusco. We proceeded with the implementation of the Flipped Classroom approach in a group of students, which will be our experimental group, while another group continued with the traditional methodology, being our control group. Data collection was carried out through surveys and observation tests before and after the implementation of the methodologies, the statistical analysis continued, and finally it was evaluated if there were significant differences. From the discoveries obtained, it can be highlighted that, in terms of significant learning, the students of the experimental group achieved outstanding achievement by 75.6%, compared to 20.5% of the control group. In conclusion, it will be extended that the teaching approach "Flipped Classroom" will be implemented can be an effective strategy to promote meaningful learning in students. This pedagogical approach encourages active participation and a deep understanding of the contents (knowing what, knowing how to do and knowing how to be), which can translate into better academic performance, demonstrating the importance of considering the implementation of innovative models in the teaching of Civil Engineering and other related disciplines.
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