INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES

At present, the issue of senior education quite markedly exceeds the framework of educational sciences and acquires an interdisciplinary character. The paper deals with the analysis of one of the most important aspects of the process of senior education - motivation. The author’s consideration is based on the changing view on the significance of senior education, and he analyses the specific features of motivation in relation to ageing strategies.

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University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

Education Sciences ◽

10.3390/educsci10100275 ◽

2020 ◽

Vol 10 (10) ◽

pp. 275

Author(s):

Ernesto Colomo-Magaña ◽

Roberto Soto-Varela ◽

Julio Ruiz-Palmero ◽

Melchor Gómez-García

Keyword(s):

Flipped Classroom ◽

Education Students ◽

Time Optimization ◽

Educational Processes ◽

Constant Change ◽

Relevant Role ◽

Educational Sciences ◽

The University ◽

Validated Instrument ◽

Positive Evaluation

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

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Metacognition: ideas and insights from neuro- and educational sciences

npj Science of Learning ◽

10.1038/s41539-021-00089-5 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Damien S. Fleur ◽

Bert Bredeweg ◽

Wouter van den Bos

Keyword(s):

Cognitive Neuroscience ◽

Large Body ◽

Brain Regions ◽

Metacognitive Knowledge ◽

Future Research ◽

Metacognitive Control ◽

Domain Generality ◽

Entry Points ◽

Control Research ◽

Educational Sciences

AbstractMetacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

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