<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672022000200064</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i25.1368</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluando la efectividad del aula invertida y de un laboratorio virtual para alumnos de educación básica durante la pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluating the Effectiveness of a Flipped Classroom and a Virtual Laboratory for Elementary School Students During the Pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliando a eficácia da sala de aula invertida e de um laboratório virtual para alunos da educação básica durante a pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Enríquez Ramírez]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elizalde Canales]]></surname>
<given-names><![CDATA[Francisca Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Raluy Herrero]]></surname>
<given-names><![CDATA[Mariza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica de Tulancingo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica de Tulancingo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Politécnica de Tulancingo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000200064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000200064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000200064&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La pandemia de covid-19 ha provocado la incorporación de novedosos métodos de enseñanza, tal es el caso de la estrategia del aula invertida, la cual, mediante la incorporación de elementos de videoconferencia y lecturas previas, permite transmitir el conocimiento con mayor flexibilidad y que el alumno se apropie de este. Este estudio investiga los efectos del aula invertida desde la percepción de estudiantes de educación básica durante la pandemia actual. La muestra estuvo compuesta por 16 estudiantes entre los 9 y 10 años de edad que cursaban el periodo académico 2020-2021 (Tolcayuca, Hidalgo, México). Se administraron y examinaron encuestas idénticas a través de estadísticas descriptivas y pruebas no paramétricas. Se encontraron diferencias estadísticamente significativas entre las pruebas previas y posteriores: los estudiantes mejoraron en las últimas. La mayoría de los estudiantes tuvo una percepción positiva sobre el aula invertida; se destaca la ventaja de las actividades prácticas en clase, así como una mayor autonomía en el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The covid-19 pandemic has led to the incorporation of novel teaching methods, such is the case of the flipped classroom strategy, which, through the incorporation of videoconferencing elements and previous readings, allows transmitting knowledge with greater flexibility and allows the student to appropriate it. This study investigates the effects of the inverted classroom on the perception of basic education students during the current pandemic. The sample consisted of 16 students between the ages of 9 and 10 years old in the 2020-2021 academic year (Tolcayuca, Hidalgo, Mexico). Identical surveys were administered and examined through descriptive statistics and nonparametric tests. Statistically significant differences were found between pre- and post-tests: students improved in the latter. Most students had a positive perception of the flipped classroom; the advantage of hands-on activities in class is highlighted, as well as greater autonomy in learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pandemia de covid-19 tem levado à incorporação de novos métodos de ensino, como é o caso da estratégia de sala de aula invertida, que, ao incorporar elementos de videoconferência e leituras prévias, permite que o conhecimento seja transmitido com maior agilidade e que o aluno se aproprie dele. Este estudo investiga os efeitos da sala de aula invertida na percepção de alunos da educação básica durante a atual pandemia. A amostra foi composta por 16 alunos com idades entre 9 e 10 anos que estudavam no período acadêmico 2020-2021 (Tolcayuca, Hidalgo, México). Pesquisas idênticas foram administradas e examinadas por meio de estatísticas descritivas e testes não paramétricos. Diferenças estatisticamente significativas foram encontradas entre o pré e o pós-teste: os alunos melhoraram neste último. A maioria dos alunos teve uma percepção positiva da sala de aula invertida; destaca-se a vantagem das atividades práticas em sala de aula, bem como maior autonomia no aprendizado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aula invertida]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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