Students’ conceptual understanding and problem-solving of the Work-Energy and Impulse-Momentum Theorems in a flipped classroom

The proposal of the flipped classroom is that the student has the first contact with the content through pre-class activities. The classroom becomes the place to clarify doubts and deepen knowledge in practical activities such as problem solving, projects and group discussion. This article presents a literature review that aims to reflect on the flipped classroom as an active methodology and the changes and impacts of its use for the teaching and learning process. It is concluded that the purpose of the flipped classroom is to favor a better use of time and space in the classroom, encouraging the active student, with reflective thinking and greater interaction between students and between them and the teacher. This can lead to positive impacts, such as greater conceptual understanding, development of critical thinking and reducing the number of failures. On the other hand, negative points may arise, such as an increase in the number of hours of previous study and the student's difficulty in adapting to the logic of inversion of classes.

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Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

Chemistry Teacher International ◽

10.1515/cti-2019-0021 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Antonios Bakolis ◽

Dimitrios Stamovlasis ◽

Georgios Tsaparlis

Keyword(s):

Student Achievement ◽

Problem Solving ◽

Concept Mapping ◽

Conceptual Understanding ◽

Chemical Equilibrium ◽

Concept Maps ◽

Equilibrium Problems ◽

Solution Process ◽

Control Group ◽

Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity

Chemistry Education Research and Practice ◽

10.1039/d0rp00290a ◽

2021 ◽

Author(s):

Kevin H. Hunter ◽

Jon-Marc G. Rodriguez ◽

Nicole M. Becker

Keyword(s):

Problem Solving ◽

Conceptual Understanding ◽

Ideal Gas ◽

Interactive Simulation ◽

Structural Components ◽

Student Discourse ◽

Coding Scheme ◽

Making Sense ◽

Ideal Gas Law ◽

The Ideal

Beyond students’ ability to manipulate variables and solve problems, chemistry instructors are also interested in students developing a deeper conceptual understanding of chemistry, that is, engaging in the process of sensemaking. The concept of sensemaking transcends problem-solving and focuses on students recognizing a gap in knowledge and working to construct an explanation that resolves this gap, leading them to “make sense” of a concept. Here, we focus on adapting and applying sensemaking as a framework to analyze three groups of students working through a collaborative gas law activity. The activity was designed around the learning cycle to aid students in constructing the ideal gas law using an interactive simulation. For this analysis, we characterized student discourse using the structural components of the sensemaking epistemic game using a deductive coding scheme. Next, we further analyzed students’ epistemic form by assessing features of the activity and student discourse related to sensemaking: whether the question was framed in a real-world context, the extent of student engagement in robust explanation building, and analysis of written scientific explanations. Our work provides further insight regarding the application and use of the sensemaking framework for analyzing students’ problem solving by providing a framework for inferring the depth with which students engage in the process of sensemaking.

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Untangling Geometric Ideas

Teaching Children Mathematics ◽

10.5951/teacchilmath.20.8.0508 ◽

2014 ◽

Vol 20 (8) ◽

pp. 508-515

Author(s):

Claudia R. Burgess

Keyword(s):

Problem Solving ◽

Conceptual Understanding ◽

Wassily Kandinsky ◽

Group Cooperation

This geometry lesson uses the work of abstract artist Wassily Kandinsky as a springboard and is intended to promote the conceptual understanding of mathematics through problem solving, group cooperation, mathematical negotiations, and dialogue.

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Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

Journal of Medical Education ◽

10.5812/jme.110069 ◽

2020 ◽

Vol 19 (3) ◽

Author(s):

Mahnaz Khayat ◽

Fariba Hafezi ◽

Parviz Asgari ◽

Marzieh Talebzadeh Shoushtari

Keyword(s):

Problem Solving ◽

University Students ◽

Flipped Classroom ◽

Teaching Method ◽

Self Determination ◽

Analysis Of Covariance ◽

Control Group ◽

Traditional Teaching ◽

Traditional Teaching Methods ◽

Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

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Efficacy of flipped classroom method in teaching-learning physiology

Indian Journal of Physiology and Pharmacology ◽

10.25259/ijpp_350_2020 ◽

2021 ◽

Vol 65 ◽

pp. 204-209

Author(s):

Kshitija Umesh Patkar ◽

Umesh Suresh Patkar ◽

Vrunda Subhash Kolte

Keyword(s):

Problem Solving ◽

Test Score ◽

Flipped Classroom ◽

Renal Physiology ◽

Problem Solving Skills ◽

Post Test ◽

Group A ◽

Didactic Lecture ◽

Group B ◽

Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

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Harness Television Power to Improve Problem Solving & Conceptual Understanding in Your Biology Classroom

The American Biology Teacher ◽

10.2307/4450029 ◽

1995 ◽

Vol 57 (7) ◽

pp. 402-407

Author(s):

Derrick R. Lavoie

Keyword(s):

Problem Solving ◽

Conceptual Understanding

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THE PROBLEM-SOLVING STUDIO: AN APPROACH FOR STRUCTURING FACE-TO-FACE LEARNING ACTIVITIES IN THE FLIPPED CLASSROOM

Blended Learning in Practice ◽

10.7551/mitpress/11352.003.0018 ◽

2019 ◽

Keyword(s):

Problem Solving ◽

Flipped Classroom ◽

Learning Activities ◽

Face To Face ◽

Face To Face Learning

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Pedagogical Orientation in the Fourth Industrial Revolution

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch054 ◽

2021 ◽

pp. 1044-1063

Author(s):

Byabazaire Yusuf ◽

Abdul Hamid Busthami Nur

Keyword(s):

Problem Solving ◽

Flipped Classroom ◽

Industrial Revolution ◽

Thinking Skills ◽

Problem Solving Skills ◽

Fourth Industrial Revolution ◽

Collaborative Environment ◽

Community Stakeholders ◽

Part Time ◽

Time Basis

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

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Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

Learning Disability Quarterly ◽

10.1177/0731948719887341 ◽

2019 ◽

pp. 073194871988734

Author(s):

Kaitlin Bundock ◽

Leanne S. Hawken ◽

Sharlene A. Kiuhara ◽

Breda V. O’Keeffe ◽

Robert E. O’Neill ◽

...

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Students With Disabilities ◽

Instructional Strategies ◽

Conceptual Understanding ◽

Functional Relation ◽

Rate Of Change ◽

Probe Design ◽

School Students

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed.

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