scholarly journals Influencia del aula invertida en la formación científica inicial de Maestros/as: beneficios en el proceso de enseñanza-aprendizaje, actitudes y expectativas hacia las ciencias

2021 ◽  
Vol 39 (2) ◽  
pp. 463-482
Author(s):  
Germán Ros ◽  
María Teresa Rodríguez Laguna
Keyword(s):  
Science Teachers ◽  
Flipped Classroom ◽  
Successful Implementation ◽  
Scientific Training ◽  
University Environment ◽  
Positive Attitudes ◽  
Teaching Learning ◽  
Educación Primaria ◽  
The University ◽  
Inverted Class

La metodología de aula invertida tiene cada vez mayor difusión en el ámbito universitario pero sus implicaciones no están plenamente analizadas aún. En este trabajo se destacan los aspectos clave para una implementación exitosa del aula invertida y se incluyen objetivos didáctico-disciplinares imprescindibles para el aprendizaje significativo de las Ciencias Experimentales. El estudio se ha realizado en el contexto de la asignatura de Ciencias de la Materia y la Energía en tres titulaciones vinculadas al Grado en Magisterio de Educación Primaria y abarca más de 200 estudiantes, tanto en el grupo experimental como en el grupo control. Este estudio se ha abordado a través de tres instrumentos: el rendimiento académico de las distintas partes de la asignatura; grupos de discusión del personal docente implicado; y cuestionario final cumplimentado por el alumnado. El análisis de los mismos evidencia una mejora significativa en los resultados académicos de forma mayoritaria, al igual que un cambio favorable en sus expectativas como futuros docentes de Ciencias y en el desarrollo de actitudes positivas hacia las Ciencias. Además, se analizan los beneficios logrados durante el proceso de enseñanza-aprendizaje, tales como el desarrollo de la capacidad de metacognición, el cambio de roles del personal docente y el alumnado y una mayor retroalimentación y nivel cognitivo alcanzados. Por último, se discuten estos resultados en base a dichos aspectos clave del aula invertida con la inclusión de los objetivos didácticos-disciplinares propios de las Ciencias Experimentales, así como la visión del personal docente a lo largo del mismo. The flipped classroom is increasingly popular in the university environment, but its implications have not yet been fully analyzed. We study in this work how the application of the inverted class influences the teaching-learning process itself and its results, specifically in the scientific training of pre-service teachers. The study has been carried out in the context of the subject of Matter and Energy Sciences in three degrees related to the training of Teachers in Primary Education and covers more than 400 students. The key elements for a successful implementation of the inverted class are highlighted, didactic objectives essential for meaningful learning of Experimental Sciences are included, and the benefits achieved during the process are analyzed. Thus, significant improvements have been found in academic results in the most of the groups analyzed, and an overall benefit in the development of positive attitudes towards science, in their ability to metacognition and in their expectations as future science teachers.

scholarly journals Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica

2018 ◽  
pp. 61-67
Keyword(s):  
Flipped Classroom ◽  
Classical Test Theory ◽  
Test Theory ◽  
Master's Program ◽  
Para Determinar ◽  
Teaching Learning ◽  
The University ◽  
Inverted Class ◽  
The Impact ◽  
Classroom Integration

Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica Zeidy Sandra López Collazo, Andrés Rodríguez Jiménez, Yosdey Dávila Valdés Universidad de Artemisa, Código Postal: 33700, Cuba Resumen El presente artículo revela la experiencia pedagógica en la implementación de la metodología de Flipped Classroom o clase invertida en la formación académica de la segunda edición del programa de la Maestría en Didáctica que se desarrolla en la Universidad de Artemisa, Cuba. Todo ello sustentado en la aplicación de métodos del nivel teórico que permitieron sistematizar los referentes teórico-metodológicos acerca de la Flipped Classroom. Esta implementación se desarrolló en el curso de Metodología de la Investigación Educativa, particularmente en el tema correspondiente a La tesis como un tipo de documento científico, Para ello se dispuso un material audiovisual que los aspirantes debían visualizar independientemente, con la ayuda de una guía de observación que se les facilitó. La valoración del impacto sobre el proceso de enseñanza-aprendizaje se realizó mediante una entrevista grupal en la que todos los aspirantes pudieron expresar abiertamente, ante el colectivo de aspirantes y profesores, sus opiniones y criterios en relación con la metodología empleada. También se aplicó una encuesta para que cada estudiante evaluara sus niveles de satisfacción en este sentido. A partir de las respuestas a dicha encuesta se determinaron las medianas de los diferentes indicadores explorados mediante la estadística inferencial y el empleo del Coeficiente de Correlación Multidimensional rpj, como procedimiento lógico aceptado por la Teoría Clásica de los Test para determinar el grado de objetividad de los criterios emitidos. Los resultados obtenidos evidencian una tendencia a elevados niveles de satisfacción en los diferentes aspectos explorados. Descriptores: Aprendizaje inverso, clase invertida, integración, aprendizaje audiovisual Abstract This article reveals the pedagogical experience in the implementation of the Flipped Classroom methodology or inverted class in the academic formation of the second edition of the Master's program in Didactics that takes place at the University of Artemisa, Cuba. All this is based on the application of theoretical level methods that allowed systematizing the theoretical-methodological references about the Flipped Classroom. This implementation was developed in the course of Educational Research Methodology, particularly in the topic corresponding to the thesis as a type of scientific document, for which an audiovisual material was available that the candidates had to visualize independently, with the help of a guide of observation that was provided. The assessment of the impact on the teaching-learning process was carried out through a group interview in which all the applicants were able to openly express, before the group of aspirants and professors, their opinions and criteria in relation to the methodology used. A survey was also applied so that each student could evaluate their levels of satisfaction in this regard. Based on the responses to this survey, the medians of the different indicators explored through inferential statistics and the use of the Multidimensional Correlation Coefficient rpj were determined, as a logical procedure accepted by the Classical Test Theory to determine the degree of objectivity of the criteria issued. The results obtained show a tendency to high levels of satisfaction in the different aspects explored. Keywords: Flip teaching, Flipped Classroom, integration, audiovisual learning

scholarly journals Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica

2019 ◽  
pp. 59-65
Keyword(s):  
Flipped Classroom ◽  
Classical Test Theory ◽  
Test Theory ◽  
Master's Program ◽  
Para Determinar ◽  
Teaching Learning ◽  
The University ◽  
Inverted Class ◽  
The Impact ◽  
Classroom Integration

Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica  Zeidy Sandra López Collazo, Andrés Rodríguez Jiménez, Yosdey Dávila Valdés Universidad de Artemisa, Código Postal: 33700, Cuba DOI: https://doi.org/10.33017/RevECIPeru2018.0009/ Resumen El presente artículo revela la experiencia pedagógica en la implementación de la metodología de Flipped Classroom o clase invertida en la formación académica de la segunda edición del programa de la Maestría en Didáctica que se desarrolla en la Universidad de Artemisa, Cuba. Todo ello sustentado en la aplicación de métodos del nivel teórico que permitieron sistematizar los referentes teórico-metodológicos acerca de la Flipped Classroom. Esta implementación se desarrolló en el curso de Metodología de la Investigación Educativa, particularmente en el tema correspondiente a La tesis como un tipo de documento científico, Para ello se dispuso un material audiovisual que los aspirantes debían visualizar independientemente, con la ayuda de una guía de observación que se les facilitó. La valoración del impacto sobre el proceso de enseñanza-aprendizaje se realizó mediante una entrevista grupal en la que todos los aspirantes pudieron expresar abiertamente, ante el colectivo de aspirantes y profesores, sus opiniones y criterios en relación con la metodología empleada. También se aplicó una encuesta para que cada estudiante evaluara sus niveles de satisfacción en este sentido. A partir de las respuestas a dicha encuesta se determinaron las medianas de los diferentes indicadores explorados mediante la estadística inferencial y el empleo del Coeficiente de Correlación Multidimensional rpj, como procedimiento lógico aceptado por la Teoría Clásica de los Test para determinar el grado de objetividad de los criterios emitidos. Los resultados obtenidos evidencian una tendencia a elevados niveles de satisfacción en los diferentes aspectos explorados. Descriptores: Aprendizaje inverso, clase invertida, integración,  aprendizaje audiovisual Abstract This article reveals the pedagogical experience in the implementation of the Flipped Classroom methodology or inverted class in the academic formation of the second edition of the Master's program in Didactics that takes place at the University of Artemisa, Cuba. All this is based on the application of theoretical level methods that allowed systematizing the theoretical-methodological references about the Flipped Classroom. This implementation was developed in the course of Educational Research Methodology, particularly in the topic corresponding to the thesis as a type of scientific document, for which an audiovisual material was available that the candidates had to visualize independently, with the help of a guide of observation that was provided. The assessment of the impact on the teaching-learning process was carried out through a group interview in which all the applicants were able to openly express, before the group of aspirants and professors, their opinions and criteria in relation to the methodology used. A survey was also applied so that each student could evaluate their levels of satisfaction in this regard. Based on the responses to this survey, the medians of the different indicators explored through inferential statistics and the use of the Multidimensional Correlation Coefficient rpj were determined, as a logical procedure accepted by the Classical Test Theory to determine the degree of objectivity of the criteria issued. The results obtained show a tendency to high levels of satisfaction in the different aspects explored. Keywords: Flip teaching, Flipped Classroom, integration, audiovisual learning.

scholarly journals Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica

2018 ◽  
pp. 61-67
Keyword(s):  
Flipped Classroom ◽  
Classical Test Theory ◽  
Test Theory ◽  
Master's Program ◽  
Para Determinar ◽  
Teaching Learning ◽  
The University ◽  
Inverted Class ◽  
The Impact ◽  
Classroom Integration

Experiencia pedagógica en la implementación de la clase invertida en el proceso de formación académica Zeidy Sandra López Collazo, Andrés Rodríguez Jiménez, Yosdey Dávila Valdés Universidad de Artemisa, Código Postal: 33700, Cuba Resumen El presente artículo revela la experiencia pedagógica en la implementación de la metodología de Flipped Classroom o clase invertida en la formación académica de la segunda edición del programa de la Maestría en Didáctica que se desarrolla en la Universidad de Artemisa, Cuba. Todo ello sustentado en la aplicación de métodos del nivel teórico que permitieron sistematizar los referentes teórico-metodológicos acerca de la Flipped Classroom. Esta implementación se desarrolló en el curso de Metodología de la Investigación Educativa, particularmente en el tema correspondiente a La tesis como un tipo de documento científico, Para ello se dispuso un material audiovisual que los aspirantes debían visualizar independientemente, con la ayuda de una guía de observación que se les facilitó. La valoración del impacto sobre el proceso de enseñanza-aprendizaje se realizó mediante una entrevista grupal en la que todos los aspirantes pudieron expresar abiertamente, ante el colectivo de aspirantes y profesores, sus opiniones y criterios en relación con la metodología empleada. También se aplicó una encuesta para que cada estudiante evaluara sus niveles de satisfacción en este sentido. A partir de las respuestas a dicha encuesta se determinaron las medianas de los diferentes indicadores explorados mediante la estadística inferencial y el empleo del Coeficiente de Correlación Multidimensional rpj, como procedimiento lógico aceptado por la Teoría Clásica de los Test para determinar el grado de objetividad de los criterios emitidos. Los resultados obtenidos evidencian una tendencia a elevados niveles de satisfacción en los diferentes aspectos explorados. Descriptores: Aprendizaje inverso, clase invertida, integración, aprendizaje audiovisual Abstract This article reveals the pedagogical experience in the implementation of the Flipped Classroom methodology or inverted class in the academic formation of the second edition of the Master's program in Didactics that takes place at the University of Artemisa, Cuba. All this is based on the application of theoretical level methods that allowed systematizing the theoretical-methodological references about the Flipped Classroom. This implementation was developed in the course of Educational Research Methodology, particularly in the topic corresponding to the thesis as a type of scientific document, for which an audiovisual material was available that the candidates had to visualize independently, with the help of a guide of observation that was provided. The assessment of the impact on the teaching-learning process was carried out through a group interview in which all the applicants were able to openly express, before the group of aspirants and professors, their opinions and criteria in relation to the methodology used. A survey was also applied so that each student could evaluate their levels of satisfaction in this regard. Based on the responses to this survey, the medians of the different indicators explored through inferential statistics and the use of the Multidimensional Correlation Coefficient rpj were determined, as a logical procedure accepted by the Classical Test Theory to determine the degree of objectivity of the criteria issued. The results obtained show a tendency to high levels of satisfaction in the different aspects explored. Keywords: Flip teaching, Flipped Classroom, integration, audiovisual learning

scholarly journals Student Satisfaction: Importance of Civility and University Identification Predictors

2021 ◽  
Vol 5 (4) ◽  
pp. 1
Author(s):  
LaVelle Hendricks ◽  
Stephen Reysen ◽  
Zaidy Mohdzain ◽  
Kelly Martin ◽  
Joy Teles Oliveira ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Contributing Factors ◽  
Academic Context ◽  
University Environment ◽  
University Campuses ◽  
Preventative Measures ◽  
Uncivil Behavior ◽  
Teaching Learning ◽  
The University

Uncivil behavior has recently been a topic of concern within university campuses. Administration, faculty, and students are all subject to engage or experience uncivil conduct. Academic civility is a fundamental variable to establish a positive university environment and teaching-learning outcomes. Objective: The present paper analyzes the concept of civility and incivility within an academic context, offers a dimension perspective of the problem, reviews contributing factors associated with incivility, explores preventative measures for incivility, investigates academic strategies that promote civility, and makes recommendations for intervention strategies. A study that examines relationships between civility, university identification and satisfaction with the university was conducted. Methods: undergraduate students (N=588) from a state university answered a survey that evaluated three variables: civility, university identification, and university satisfaction. Results: Civility was positively related to university identification (r = .11, p = .009) and satisfaction (r = .16, p < .001), and identification was related to greater satisfaction with the university (r = .75, p < .001). Conclusion: Greater levels of civility are correlated with university identification and satisfaction. In order to improve teaching-learning environments, academic institutions are encouraged to promote an environment that is conducive to civility, as well as establish civil behaviors as part of their instruction.

scholarly journals El aprendizaje cooperativo en la formación de maestros de Educación Primaria

2019 ◽  
Vol 37 (2) ◽  
pp. 543-559
Author(s):  
Tomás Izquierdo Rus ◽  
Elena Asensio Martínez ◽  
Andrés Escarbajal Frutos ◽  
Javier Rodríguez Moreno
Keyword(s):  
Primary Education ◽  
Group Work ◽  
Peer Group ◽  
Learning Context ◽  
Joint Effort ◽  
University Environment ◽  
The Individual ◽  
Educación Primaria ◽  
The University ◽  
Aprendizaje Cooperativo

La universidad es un contexto de aprendizaje, en el que el alumnado es el responsable de tomar sus propias decisiones, controlar su propio proceso de aprendizaje y las interacciones que intervienen en él. En los grados como el de Educación Primaria, el progreso del aprendizaje no depende sólo de un individuo, sino del esfuerzo conjunto de un grupo de iguales, cuyo desempeño se ve reflejado en el aprendizaje individual. Así, los objetivos del presente trabajo han sido establecer cómo se desarrolla el concepto de trabajo en grupo y las estrategias que ponen en marcha para llevarlo a cabo en función de su satisfacción. Los participantes de esta investigación han sido 523 estudiantes del Grado de Educación Primaria de las Universidades de Murcia y de Jaén. Para ello se ha utilizado un cuestionario tipo Likert con cuyos resultados se ha establecido una comparación entre el alumnado que inicia el grado en Educación Primaria y aquellos que ya tienen varios años de experiencia en el ambiente universitario. Destacar como principales resultados y conclusiones que el alumnado desarrolla un concepto del trabajo en grupo que se mantiene estable en el tiempo. Sin embargo, la utilidad que creen que les reporta el trabajo en grupo sí puede cambiar, influenciados por las exigencias del contexto. Así mismo, cuando el alumnado está satisfecho con el trabajo de su grupo confían más en sus propias habilidades y capacidades para construir su conocimiento. The university is a learning context, where the students are responsible for making their own decisions and controlling their own learning process and the interactions that intervene in it. Not only that, in degrees such as Primary Education, the progress of learning does not depend only on an individual, but on the joint effort of a peer group, whose performance is reflected in the individual learning. Thus, the objectives of this paper have been to establish how the concept of group work is developed and the strategies that are put in place to carry it out according to their satisfaction. The participants of this research have been 523 students of the Degree of Primary Education of the University of Murcia and the University of Jaen. To this end, a Likert questionnaire has been used, with the results of which a comparison has been established between the students who start the degree in Primary Education and those who already have several years of experience in the university environment. The main results and conclusions confirm that the students develop a concept of group work that remains stable over time. However, the usefulness that they believe that group work brings can change, influenced by the demands of the context. Additionally, when students are satisfied with the work of their group, they rely more on their own skills and abilities to build their knowledge.

scholarly journals Las Ciencias Humanas en la formación musical universitaria de maestros: una propuesta desde la interdisciplinariedad /Human sciences in university musical training of teachers: a proposal from interdisciplinary

2017 ◽  
Vol 5 (2) ◽  
pp. 114-120
Author(s):  
Carmen M. Zavala Arnal
Keyword(s):  
Musical Training ◽  
Human Sciences ◽  
Curricular Integration ◽  
School Teaching ◽  
Points Of View ◽  
Teaching Learning ◽  
Educación Primaria ◽  
University Degree ◽  
The University ◽  
Educational Field

RESUMENEl concepto de interdisciplinariedad ha sido ampliamente estudiado desde el punto de vista ontológico y epistemológico. Sin embargo, todavía se puede ahondar en el diseño de estrategias en el ámbito educativo. Por ello, desde el área de Música se realiza una propuesta en el marco de los estudios universitarios de Grado en Magisterio en Educación Primaria que permita crear espacios interdisciplinares de integración curricular con otras disciplinas pertenecientes a los campos de conocimiento de las Ciencias Humanas. De esta forma, se pretende favorecer los procesos de enseñanza/aprendizaje de las materias implicadas así como la formación integral de los futuros maestros.ABSTRACTThe concept of interdisciplinary has been widely studied from the ontological and epistemological points of view. However, we can still deepen the design of strategies in the educational field. Therefore, from the Music area, a proposal in the frame of the University Degree of Primary School Teaching is posited, allowing for creating interdisciplinary curricular integration with disciplines belonging to the knowledge fields of Human. In this way, it is expected that the teaching/learning processes of the subjects involved are fostered, as well as the comprehensive education of the students. 

scholarly journals Measuring Discrimination Against Transgender People at the University of the Basque Country and in a Non-University Sample in Spain

2020 ◽  
Vol 17 (7) ◽  
pp. 2374 ◽  
Author(s):  
Naiara Ozamiz-Etxebarria ◽  
Maitane Picaza ◽  
Eneritz Jiménez-Etxebarria ◽  
Jeffrey H. D. Cornelius-White
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Basque Country ◽  
Education Students ◽  
Negative Attitudes ◽  
Transgender People ◽  
University Environment ◽  
Transgender Identity ◽  
Positive Attitudes ◽  
The University

Transgender people suffer from others’ negative attitudes in many situations. The university context is one environment where further progress has to be made to ensure the inclusion of transgender people. In this study, a sample of 376 undergraduate students was collected and their attitudes towards transgender people were analyzed. A comparison was made between number of years in university, and a sample from the general public. In addition, comparisons were made by gender, since the literature shows more negative attitudes toward transgender people in men than in women. The results show relatively positive attitudes toward transgender people among higher education students, but they have little knowledge of transgender identity. In turn, researchers found significant differences between different years in the university and between genders. These results support the need to expand knowledge about transgender people in the university environment.

scholarly journals Seeing through their eyes: the diversity and inclusion lessons learned from rural university students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Catherine S. Browers ◽  
Henry Wai Leong Ho
Keyword(s):  
University Students ◽  
Rural Areas ◽  
Good Method ◽  
Lessons Learned ◽  
Content Type ◽  
University Environment ◽  
Diversity And Inclusion ◽  
Positive Attitudes ◽  
Group Interviews ◽  
The University

PurposeIn recent years, diversity and inclusion in higher education has become a topic of increased interest both nationally and internationally. Given the importance of this topic in today's world, it is surprising that the research is limited, especially with university students in the rural areas. This study examines on-campus students' perceptions of university diversity initiatives, and their value to the university environment.Design/methodology/approachFocus-group interviews with both undergraduate and graduate students from a public university in rural Michigan, USA, were conducted. Focus groups were used in this study because they are a particularly good method for generating discussion and stimulating ideas.FindingsOverall, the participants identified several positive attitudes toward diversity and inclusion that included being accepting and respectful. However, it is significant that some participants are limited in their perceptions of culturally diverse backgrounds, which has resulted in some anxiety.Originality/valueThis study not only provides guidance to current institution administrators to create effective inclusive environments in their university. It can also be treated as a model for other rural universities, as building a successful inclusive environment in the future.

A Smart University for a Smart City

2012 ◽  
Vol 3 (4) ◽  
pp. 16-32 ◽  
Author(s):  
Antonella Nuzzaci ◽  
Loredana La Vecchia
Keyword(s):  
University Teaching ◽  
Basic Knowledge ◽  
University Environment ◽  
Quality Of Higher Education ◽  
Cultural Life ◽  
Communication Devices ◽  
Information And Communication ◽  
Teaching Learning ◽  
The University

The use of technological devices has changed the way individuals interact with their university environment. This paper examines the use of a smart context as a link between individuals and their university environment through an exemplification of the urgent problems deriving from different domains and technological systems, as well as of information and communication devices employed in university teaching-learning contexts, to improve the quality of higher education and individuals’ cultural life. When does the university become “smart”? It is not sufficient that universities define themselves as smart places to underline the main challenges they must face in their efforts to become and remain smart. The article recognizes a university as a “smart” institution when it has its roots in the understanding and critical awareness of the basic knowledge, in the identification of the more realistic competencies and the search for the meanings of a “smart university community” that pursues high quality. The paper concludes with an account of the experience of the ICT Centre of the University of Ferrara, who try to achieve these goals, implies the adoption of innovative perspectives, and discusses the building of a new culture putting in the middle a “smart university” and its cultural principles.

scholarly journals Estrategias didácticas en un entorno universitario como apoyo a la educación presencial

2019 ◽  
pp. 34-46
Author(s):  
Jovita Georgina Neri-Vega ◽  
Maribel Quezada-Moreno ◽  
Yolanda Cortés-Álvarez ◽  
Aarón Iván González-Neri
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Information Storage ◽  
University Environment ◽  
Face To Face ◽  
Teaching Learning ◽  
The University ◽  
Assessment Questionnaire

This work presents research related to the learning strategies used in a university environment in face-to-face education, the strategies mentioned are the active master class, the case study, the debate, the game of roles and project-based learning. Methodology: A descriptive design was used, carrying out data collection through the "University Students Learning Strategy Assessment Questionnaire". Results: Students have enough learning strategies to achieve the objective of their university studies successfully. In addition, there is acceptance by students of the implementation of the various strategies in a face-to-face course, as it allows them to address the issues using the strategy that allows better learning. Conclusions: Given the process of applying the educational model in Higher Education, learning environments should be created that facilitate innovation and student participation in the teaching-learning process, considering both the component teaching as the human dimension. In in-person students, the results demonstrate better information storage skills.

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