<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032022000200257</article-id>
<article-id pub-id-type="doi">10.15517/aie.v22i2.48865</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aula Invertida y Trabajo Cooperativo para promover Habilidades Cognitivas Superiores]]></article-title>
<article-title xml:lang="en"><![CDATA[Flipped Classroom and Cooperative Work to promote High Order Thinking Skills]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarracín Alvarez]]></surname>
<given-names><![CDATA[Aleida Monserrat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guanopatín Jinéz]]></surname>
<given-names><![CDATA[Jorge Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benavides Herrera]]></surname>
<given-names><![CDATA[Patricio Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unidad Educativa &#8220;Alfredo Cisneros  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pensamiento Crítico del Instituto Superior Tecnológico Universitario Cordillera  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Politécnica Salesiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>257</fpage>
<lpage>289</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032022000200257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032022000200257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032022000200257&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo con metodología y enfoque cuantitativo y alcance descriptivo-correlacional recoge percepciones del alumnado sobre la aplicación del aula invertida y tradicional, y presenta el aporte de estos dos enfoques en el desarrollo de habilidades de pensamiento superior. La investigación ocurrió en marzo, abril y mayo de 2021. Se seleccionaron dos paralelos en una Institución pública de Quito, Ecuador, con estudiantes entre 16 y 18 años. Con 35 se aplicó el aula invertida y 29 trabajaron en el aula tradicional. Para recopilar información se utilizó un cuestionario con escala Likert, y otro con preguntas que midieron habilidades cognitivas superiores. Los datos recopilados recibieron un tratamiento con medidas de tendencia central y un análisis factorial de correspondencias múltiples. Los resultados revelan que el alumnado del aula invertida y tradicional tienen percepciones positivas respecto a los dos escenarios en que trabajaron. Sobre el desarrollo de habilidades cognitivas superiores del alumnado, los resultados sugieren ligeras ventajas en la habilidad de analizar y evaluar dentro del aula invertida. En la evaluación final, educandos del grupo aula invertida muestran 5.5 puntos sobre 10; estadísticamente mayor a los 4.7 puntos promedio que se observa en el aula tradicional. Los datos recopilados en la aplicación del aula invertida son la fortaleza de este estudio. Investigación que se suma a las todavía escasas fuentes bibliográficas que existen sobre esta temática en tiempos de la pandemia COVID 19.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article has a quantitative methodology and approach, a descriptive-correlational scope that collects students' perceptions about the application of the flipped and traditional classroom and presents the contribution of these two approaches to the development of higher thinking skills. This study took place in March, April, and May 2021. Two classes participated from a public high school in Quito, Ecuador, with students between 16 and 18 years old. The flipped classroom applied with 25 students; 29 students worked in the traditional classroom. Researchers collected information with a Likert questionnaire and another one with questions that measured higher cognitive abilities. The collected data received treatment with measures of central tendency and factorial analysis of multiple correspondences. Results reveal that the students of the inverted and traditional classrooms have positive perceptions regarding the two scenarios in which they worked. The results suggest slight advantages in analyzing and evaluating in the flipped classroom. In the final evaluation, students showed 5.5 points in the flipped classroom out of 10, statistically higher than the 4.7 average points observed in the traditional classroom. The data collected in the application of the flipped classroom are the strength of this study. Research that adds to the still scarce bibliographic sources about this subject during COVID 19 pandemic.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Trabajo colaborativo]]></kwd>
<kwd lng="es"><![CDATA[Habilidades cognitivas superiores]]></kwd>
<kwd lng="en"><![CDATA[Flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[Collaborative work]]></kwd>
<kwd lng="en"><![CDATA[High order thinking skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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