Abstract
This project aims to implement the model of the flipped classroom as an innovation in physics education in higher education. The digital and pedagogical transformation within the educational community has given rise to new paradigms, and the flipped classroom has proven to be a successful model within the context of blended learning (b-learning).This study is justified by the need for universities to become spaces of innovation to address the changing needs of the education. The research is based on national and international frameworks, such as the National Development Strategy (END-2030) and the Sustainable Development Goals 2030, which promote inclusive, equitable, and quality education. Furthermore, this study responds to the FONDOCYT 2023 call, which aims to support proposals for transformation in higher education and the improvement of educational quality. It ill employ a mixed- methods design and will be conducted with students enrolled in Basic Physics at the Autonomous University of Santo Domingo. This research will utilize a hermeneutic-interpretive and critical qualitative approach, as well as a quantitative approach within an empirical-positivist paradigm. A quasi-experimental design with a control group and an experimental group will be employed. The instructional design will incorporate a combination of the ADDIE-Flipped Classroom models. The expected outcomes include a positive impact on the academic performance of physics students and the development of competencies in the field. Additionally, the results will be shared with the scientific community and utilized to evaluate the effectiveness of the flipped classroom model within the Dominican context.
