INVERTED CLASSROOM AND SOCIAL STUDIES LEARNING

This research work demonstrated the importance of changing roles in the classroom motivates active individual and flexible learning once detected problems of knowledge in the subject of Social Studies in students of higher basic being that the theoretical issues do not call the attention of the student to continue working with the behaviorist teaching method Therefore the need arose to implement new teaching methods that aim to capture the student''s attention develop their creativity fostering relationships with peers encourage their curiosity intervention resources based on traditional methodology did not yield the expected results and found in the inverted classroom the appropriate teaching-learning methodology innovative and creative to achieve significant learning. A quantitative-descriptive quasi-experimental design was tested with two groups experimental and control to which a pre-test and post-test were applied and analyzed with statistical software. It is proved that the new methodology improves the teaching-learning processes.