Flipped Classroom and Digital Educational Resources for the explanation of phenomena: an experience from biology.

This research presents a pedagogical intervention to the ninth-grade students in the biology subject at the Timiza Cooperative School in Bogota city. The intervention proposed is based on the flipped classroom strategy with the application of different Digital Educational Resources (DER) to develop specific competence on Explanations of Phenomena. The investigation process has been developed in four phases. The first phase diagnoses the level of competence with a pretest to the experimental and the control groups, the second phase corresponds to the application of the strategy of the experimental group, the third phase is the process of evaluation according to the instruments applied (field diary, surveys, and pretest-protests questionaries) finally, the respective reflection is made according to the data analysis. Subsequently, a triangulation of the qualitative and quantitative data is made from the mixed approach, demonstrating the practicality of the intervention proposal on the studied population according to the significant differences in the result of the experimental and the control groups. In this sense, it is concluded that the Flipped Classroom and the DER are a binomial that enhances the development of educational competencies.