摘要：This article presents an investigation that defined the objective of analyzing the perceptions of teachers and students about pedagogical practices within the framework of the development of scientific investigative competencies. It justifies changes in the traditional conception in didactic strategies for a scientific and technological adoption that implies innovative capacities in the educational act; An investigation built from a qualitative base was designed, using the foundations of phenomenography with results that showed that the role of the teacher, the environments and the learning resources should provide students with the necessary spaces for the reconstruction of knowledge, providing timely responses to problem realities that arise in their environment.
其他摘要：With this work we intend to show the benefits of the invested classroom model as a strategy for learning Physics in the development of scientific competences in students of the secondary education level. A quantitative approach of descriptive type is adopted. For this purpose, contents and support materials were selected according to a process of planning and execution of activities, taking into account that investing the classroom implies reviewing low-level declarative contents at home, and that practice with a high cognitive level is developed in class, with the teacher's advice. A questionnaire was designed in which a scale was incorporated to determine the students' perception of the use of the strategy. The results reflect that more than half of the students were satisfied with the strategy, which generated a slight improvement in the academic performance of the Physics subject from one academic period to the next. It is concluded that students prefer multimedia support to other types of support for the development of the inverted classroom strategy.
