THE CLASSROOM INVESTED AS A PEDAGOGICAL PROPOSAL IN THE PERFORMANCE OF THEORETICAL PRACTICAL SUBJECTS SUCH AS CHEMISTRY

Abstract

This research focuses on the implementation of the flipped classroom as a teaching method to
improve academic performance in theoretical and practical subjects such as chemistry. The
importance of having high scores in the aforementioned subjects is due to the fact that at present the
exit profile of the Ecuadorian bachelor is general in science and contemplates one of the requirements
for entry to higher education. To address this problem, the flipped classroom is presented, which is
characterized by the change of roles, where the student is responsible for their own creation,
discovery and acquisition of knowledge, allowing progress in the contents and respecting the learning
rhythms. The results obtained show that there is a positive response in terms of mastery of the
theoretical and procedural content of students in the subject, which facilitates their entry and
permanence in the university