Promotion of reading and writing at school through the flipped Classroom Strategy
DOI:
https://doi.org/10.62452/3ppzwn22Keywords:
Didactic technician, secondary school, writing, teaching readingAbstract
This cross-sectional research project addresses the importance of developing reading and writing activities in students of the entire level of basic general education; since the scarcity of these experiences has led to a decrease in writing, communication, analytical and investigative skills in students; Therefore, the Flipped Classroom-ADCA strategy is proposed as a means to approach these activities in a creative way, supported by the use of technological resources. Through a survey with a Likert scale, ten teachers from a particular educational unit in the city of Cuenca are taken as a sample, where it will be developed that 10% of teachers propose reading and creative writing activities; so, the level of their students does not master these skills. Finally, it is expected that teachers can use the Flipped Classroom-ADCA, and thus create spaces for creative and meaningful learning of writing and reading skills.
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Copyright (c) 2023 Angélica Paola Atancuri-Quizhpe, Robert Iván Álvarez-Ochoa, Ernesto Andrés Hermann-Acosta (Autor/a)
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