Abstract:

The effective contribution of learning with greater autonomy and creativity, are displayed in the potential of the inverted classroom as a mechanism for the development of critical thinking, sustained with positive impact, by using videoconferences as tasks arranged for online group discussion and collaboration, in the development of activities outside the classroom, whose shared skills intervene to sharpen critical thinking and the availability of useful time in the classroom for another type of socialization. This article, derived from a qualitative research, transcendental phenomenological hermeneutics, in progress, was guided by the question: How is the reality meant by the students of the Faculty of Computer Science and Electronics, Graphic Design Career, at the Polytechnic Higher School of Chimborazo (Ecuador), regarding the methodology of the Flipped Classroom as a mechanism for the development of critical thinking? For this, the information was collected through the in-depth interview, which in this case, only the discursive pieces of the social actors A and B. were used represented by students of this school. The findings are presented in tables of contents with categorization and coding. The open categories were: Events of the inverted classroom and Aspects of critical thinking, through which subcategories were deployed in the first significant theoretical order. It is concluded that the inverted classroom is ideal for the construction of innovative and transcendent knowledge of critical thinking at the Faculty of Computer Science and Electronics, Graphic Design Degree, at the Polytechnic School of Chimborazo (Ecuador).

Keywords:

Flipped classroom, critical thinking, innovative strategies, knowledge building, socialization, network cooperation, higher education, learning.