Educational synergies
October - December Vol. 6 - 4 - 2021
http://sinergiaseducativas.mx/index.php/revista/
understanding the educational practice rather than explaining it and
allowed the analysis of strategies and activities proposed from the
Flipped classroom model as a didactic strategy of self-regulation of
learning in students of Bachelor's Degree in Early Childhood
Education, Uniminuto, Zipaquirá Regional Center; Bachelor's
Degree in Natural Sciences and Environmental Education,
Universidad Popular del Cesar, Ibagué Regional Center; and Carlos
Holmes Trujillo Educational Institution, Central Headquarters,
Santiago de Cali.
The qualitative approach is a reflection link between researchers and
participants (Dominguez et al., 2020), since the project focuses on
actions experienced by provoking descriptive techniques and
descriptive reviews: words of the subjects, oral or written and
observable behavior, (Dominguez & Vega, 2020). The scope of the
research was initially exploratory, taking into account what is
pointed out by Pacahuala et al., (2021) these studies allow to become
familiar with unknown phenomena, obtaining information about
conducting comprehensive research in special environments of life,
related to particular human behavior. (p. 35), determining variables
that influenced the Flipped classroom strategy, favoring the
motivational and metacognitive development of students in the
study. It is a correlational type of research that allows relating
variables, determining interconnections, analyzing if these variables
are really correlated, or if they vary simultaneously; this correlation
can be positive or negative, indicating tendencies; thus advancing
towards the answer found in the research work.
Subsequently, it was descriptive, which is important since this type
of study aims to describe situations and events in a given
phenomenon, measuring variables as accurately as possible, based
on knowledge of the area under investigation, after measuring one
or more properties of the phenomenon described. In addition, it had
a comparative approach, since the conclusions of the process
compared the results of the application of instruments to students and
teachers in the three institutions involved. Comparative studies seek
systematic comparisons of cases of analysis that, for the most part,
are applied for empirical generalization and hypothesis verification.
This was also a study with a phenomenological approach, aimed at
describing and interpreting fundamental structures of the lived
experience. Phenomenology comprises school realities, emphasizing
the practices of the actors of the formative process. Alemán et al.,