Descripción

At present, the Academy can focus on the search for new teaching methodologies to create unique environments with advantages such as versatility and adaptability of resources and time, generating new possibilities for interaction, development and learning. It seeks to move the central axis of the pedagogical act from the teacher to the student, transforming the latter into the responsible and protagonist of his own academic formation; this is possible through the dynamization of new pedagogies and models that invite to focus on him, through inter-structuring relationships of experimentation and collective construction of knowledge, in order to achieve that the actors of the educational process work with a significant learning approach that allows them to promote remarkable advances in the construction of knowledge. An example of this is the Inverted Classroom strategy, which is highlighted in this documentary review as a very useful method that, in the mediation of disciplinary knowledge, in this case chemistry, becomes a new possibility of interaction and learning in the educational act. The results are expected to reflect a more independent and secure work, with greater appropriation of the contents, thanks to the availability of new and innovative technological resources. The importance of promoting these virtual environments in education is highlighted, through the implementation of ICT tools, in order to respond to the challenge that educational classroom environments constantly represent for new generations of students.