Creating a Database in SQLite: A Methodological Experience for Teachers Who Teach Computer Science in Eleventh Grade

Abstract

Introduction: This research stems from the need to update eleventh-grade teachers in Santiago de Cuba on database content, specifically the SQLite database management system, within the context of the Third Cuban Educational Improvement Program. Insufficient teacher preparation in this area was identified, prompting the design of a professional development course. Materials and methods: A descriptive-explanatory study with a mixed-methods approach was conducted with 38 teachers (21 in-person and 17 online). Theoretical methods (analytical-synthetic, inductive-deductive) and empirical methods (initial/final assessments, surveys, interviews, and observation) were employed. The course methodology combined the flipped classroom approach and personal learning environments to foster self-directed learning. Five experts selected using the Delphi method evaluated the suitability of the proposal. Results: The diagnostic assessments confirmed the need for the course, and after its implementation (30 hours: 20 in-person, 10 online/self-study), a significant improvement in teacher preparation was evident. Experts rated the proposal as highly relevant, current, and innovative. Participants showed high satisfaction, fulfilling their expectations for professional development. Discussion: The combination of the flipped classroom and personal learning environments proved to be an effective way to promote self-directed learning, optimizing class time for problem-solving and group work. The results align with previous research that supports these pedagogical approaches. Conclusions: The effectiveness of the course designed for teacher professional development in SQLite is validated. The integration of the pedagogical approaches employed constitutes a novel and viable strategy for teaching databases, contributing to the development of logical thinking and meeting the demands of educational improvement.