Development of Thinking through the Flipped Classroom to Foster Reflection in Sixth Grade Students

Abstract

Introduction: This article aims to analyze the development of thinking through the flipped classroom as a system of actions to foster reflection in sixth-grade students of Basic General Education. The study was conducted at Escuela de Educación Básica Ismael Pérez Pazmiño, located in Recinto Piñal de Abajo, Parroquia Limonal, Cantón Daule, Ecuador. The proposal is based on the idea that the flipped classroom, conceived as a planned and structured sequence of pedagogical actions, can be an effective tool for developing metacognitive and reflective skills from an early age. Materials and methods: The methodological approach combines autonomous learning through digital resources with classroom activities centered on critical analysis, active participation, and problem-solving. A mixed-methods design was used, including interviews, surveys, document analysis, and pedagogical tests.
Results: The results show a positive impact on students’ ability to reflect on their learning, formulate reasoned judgments, and connect school content with their personal and social contexts. The proposal was assessed by experts as relevant, feasible, and transformative within the Ecuadorian educational system. Conclusions: It is concluded that the flipped classroom, as a system of actions, is an innovative pedagogical alternative to promote critical and reflective thinking in the school environment.