A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning
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hdl:2117/377687
Tipus de documentArticle
Data publicació2022-10
EditorOmniaScience
Condicions d'accésAccés obert
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continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
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Reconeixement-NoComercial 4.0 Internacional
Abstract
Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments wre administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students
CitacióFernández Ferrer, M.; Espinoza Pizarro, D. A flipped classroom experience in the context of a pandemic: Cooperative learning as a strategy for meaningful student learning. "JOTSE: Journal of Technology and Science Education", Octubre 2022, vol. 12, núm. 3, p. 644-658.
Dipòsit legalB-2000-2012
ISSN2013-6374
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