Flipped classroom. Transforming the teaching of Chemistry in high school

Abstract

Introduction: High school education in Ecuador and Latin America has been evolving in response to various social, economic, technological, and educational challenges. It should be recognized that, in this regard, the flipped classroom model has emerged as an innovative pedagogical strategy that promotes active, student-centered learning. This article presents a study to enhance it. Therefore, it is essential that teachers rely on certain pedagogical, didactic, and psychological foundations and references for the implementation of the flipped classroom to improve the teaching of Chemistry at the Ecuadorian high school level, analyzing its impact and student motivation. Materials and methods: An interventional design was carried out with two groups: one that used the flipped classroom and another that followed the traditional method. The results indicate a significant improvement in academic performance and greater satisfaction among students who participated in the flipped classroom. The participants were second-year high school students at a public educational institution. In addition, surveys and interviews were conducted to collect opinions on the methodology used. Results: The implementation of the flipped classroom model represents a significant transformation in the teaching of chemistry at the high school level. The results obtained indicate improvements in both academic performance and student motivation, suggesting that this approach could be more widely adopted within the educational curriculum. Discussion: Future studies should explore different educational contexts and disciplines to validate these findings and optimize pedagogical strategies based on this innovative model. Conclusions: The flipped classroom methodology promotes more active and participatory learning, allowing students to acquire theoretical knowledge at home and apply what they learn during face-to-face classes. This results in a better understanding of complex concepts. Students develop critical skills such as analytical thinking and problem-solving by participating in practical activities and discussions during face-to-face sessions, as the structure of the flipped classroom generates a more dynamic environment that increases motivation and interest in the subject; they feel more involved in their own educational process.