Flipped Classroom as a Strategy for Teaching the Concepts of Vulnerability and Risk in Geography at a High School Level

Abstract

Currently, the growing demand for the use of technologies has had a direct impact on education at all educational levels, from elementary to higher education. The aim is to improve academic results through innovative proposals for students and teachers; however, this represents a great challenge for both actors, since it implies making a change and improvement in the teaching-learning process using the technologies available to us. For the upper secondary level, the use of these technologies has been specified for the exchange of knowledge between students and teachers. Through the use of the inverted classroom as a teaching tool, it is expected that students achieve an autonomous learning regarding vulnerability and risks in a transversal way. These topics are seen in the upper middle level, in the subject of geography, making use of digital resources such as interactive pages, digital platforms, solving exercises and group work online with content directed through a flexible environment. Therefore, this paper will detail the use of the inverted classroom as an Innovation and Communication Technology (ict) which promotes creativity during the execution of school activities, before, during and after classes, for students of the upper secondary school (nms), of the Escuela Nacional Colegio de Ciencias y Humanidades (encch), Plantel Vallejo. (Salas Rueda et al., 2024b). Furthermore, the article shows the results on the impact this strategy has on students, negative or positive, and the performance they show in each class thanks to the use of the inverted classroom as a learning method.

Therefore, this document will detail the use of the inverted classroom as an Innovation and Communication Technology (ICT), in students at the National School College of Sciences and Humanities (ENCCH), Vallejo Campus, as well as the results obtained from the impact it has on students, whether negative or positive, and the performance they have in each class with the use of the inverted classroom as a learning method.