Flipped classroom in the subject of Geography for teaching territorial transformations at the O'farril school.

Abstract

In this qualitative research, the general objective is to analyze students' opinions on the use of the flipped classroom in the educational process of territorial transformations. The participants are 28 first-year high school students who studied Geography at O'Farril School during the 2024 school year. In the Geography course, the use of the flipped classroom in the teaching-learning process on territorial transformations led to the generation of significant knowledge, autonomy, and flexibility of time and space to consult school content on Padlet. In conclusion, the flipped classroom facilitated the implementation of school activities aimed at improving the learning process on Geography topics.