The flipped classroom as a tool for learning at High School

One of the main problems faced by virtual or face-to-face education is the indifference, lack of motivation, and lack of interest that students show during their classes, which affects their academic performance. In this scenario, the teacher plays a determining role since he must seek and implement contextualized methodologies that capture students' attention to involve them in the learning process. Concerning the above, this research aims to identify the attributes of the flipped classroom for learning biology at the High School level. Besides, a quantitative descriptive and cross-sectional methodology took place to analyze this phenomenon. The results showed that the greater the use of tools with flipped classroom attributes, the students develop a comprehensive learning process with increased completion of activities and higher grade point averages, highlighting four main characteristics embedded in the flipped classroom: self-regulated learning, access to the content permanently, personalized teaching and active participation. Therefore, the contribution of the research lies in the innovative methodology for the biology teaching process based on independent learning with critical and reflective thinking.