Abstract:

In recent years the flipped classroom has been gaining popularity and the number of teachers who have partially or totally included this methodology in their courses or subjects has increased considerably. The current literature focuses more on the technologies used in the flipped classroom in general, without analyzing in depth the tools or resources that are needed for each of the learning levels.

The effective contribution of learning with greater autonomy and creativity is shown in the potential of the flipped classroom under Bloom's taxonomy as a mechanism for the development of critical thinking. The Flipped Classroom model, like any methodology, has a cognitive foundation and corresponds to Bloom's taxonomy in its different levels of thought and in the different learning scenarios.

This article begins with a review of the current literature on the flipped classroom and bloom's taxonomy that engages students from the teachers' perspective. In addition, the use of various tools is shown according to Bloom's cognitive levels of learning, as well as the characteristics that an inverted class should have: before, during and after. The result is evidenced in the application in a university subject of the Computer Science degree considering the lower and higher order thinking levels of Bloom's taxonomy, emphasizing the higher order where we develop the critical thinking of the student body. The findings are presented in tables of contents with categorization and coding.

It is concluded that the flipped classroom supported by bloom's taxonomy is ideal for the construction of innovative and transcendent knowledge of critical thinking.

Keywords:

Flipped classroom, Critical thinking, Taxonomy Bloom, Innovative strategies, Higher education, Learning.