scholarly journals Sala de aula invertida: reconstruindo o processo de ensino e de aprendizagem por meio de uma metodologia ativa

2021 ◽  
Vol 14 (1) ◽  
pp. 142
Author(s):  
Claudia Maria Bezerra da Silva
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Conceptual Understanding ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Group Discussion ◽  
The Other ◽  
Use Of Time ◽  
First Contact

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.

Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

2018 ◽  
Vol 21 (3) ◽  
pp. 233-247 ◽  
Author(s):  
Seonghye Yoon ◽  
Seyoung Kim ◽  
Minjeng Kang
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Predictive Power ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Engagement ◽  
Practical Guidelines ◽  
The Relationship

Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners’ grit, their autonomy and learning engagement are discussed for the successful flipped classroom.

scholarly journals EFEKTIVITAS PEMBELAJARAN BERDASARKAN MASALAH DALAM MENINGKATKAN AKTIVITAS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA

2019 ◽  
Vol 1 (2) ◽  
pp. 29-36
Author(s):  
Sumarti
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Problem Based Learning ◽  
First Year ◽  
Minimum Standard ◽  
First Year Students ◽  
Asking Questions ◽  
Answering Questions

During teaching and learning process, the students tended to be passive and the class was dominated by the teacher. This situation made the students’ activity in learning became low as they just memorized the concepts instead of understood them. This research was aimed at improving students’ activity and ability in problem solving in Math through problem-based learning model.This was a classroom action research which was conducted in two cycles. The data of this research was collected through observation sheet and a test. The data gotten then was analyzed descriptively. The result of the research showed that the use of problem-based learning model could improve the first year students’ activity and ability of problem solving in Math at SMA Negeri 1 Pekanbaru. Students’ activities in completing LKS, asking questions to the teachers and peers, answering questions from the teachers and peers, presenting the result of group discussion and drawing a conclusion had been in very good category. In problem solving, the percentage of the students who had gained the minimum standard of achievement (KKM) improved from 61,30% in the first cycle into 82,14% in the second cycle.

scholarly journals Design, Implementation and Evaluation of Student-centric learning in Physiology

2021 ◽  
Vol 10 (1) ◽  
pp. 12-12
Author(s):  
Shivayogappa. S. Teli ◽  
M. Senthilvelou ◽  
K. Soundariya ◽  
Deepika Velusami ◽  
Senthamil selvi. K ◽  
...  
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Active Role ◽  
Future Application ◽  
Case Based Learning ◽  
Faculty Feedback ◽  
Case Based

Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.

Playing with Programming

2017 ◽  
pp. 261-277
Author(s):  
Anabela de Jesus Gomes ◽  
Álvaro Nuno Ferreira Silva Santos ◽  
César Paulo das Dores Páris ◽  
Nuno Cid Martins
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computational Thinking ◽  
Main Concern ◽  
New Strategy ◽  
Principal Factors ◽  
Programming Skills ◽  
First Contact ◽  
Strategy Making

This chapter aims to present Code, a friendly environment where students without previous programming experience can explore core-programming concepts in a motivating manner. It consists of a platform style game where students can control a virtual robot having their first contact with the construction of small pseudocode blocks. Research in teaching and learning of programming present several reasons for the difficulties students face when starting programming. In this chapter we have pointed out some of them. The studies performed also indicated that the aspects related to problem solving are the principal factors to attack in order to solve this problem. However, the main concern is how to provide a motivating environment that engages the student in computational thinking and problem solving. Code Factory's main objective is to create a new strategy making learning more stimulating for the students emphasizing problem solving in order to help develop fundamental programming skills.

Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding

2016 ◽  
Vol 13 (1) ◽  
pp. 35-43
Author(s):  
Susan Mills
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Problem Solving ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Symbolic Interaction ◽  
Complex Problem ◽  
Course Content ◽  
Medication Calculations

AbstractObjective: The purpose of this study was to identify the process of nursing students’ attainment of conceptual understanding when learning medication dosage calculations.Design: This study utilized a grounded theory research design with a blended theoretical framework of constructivism and symbolic interaction.Results: A process of conceptual understanding began with the teaching and learning experiences in the classroom and progressed to students’ reengagement with the course content outside of the classroom. Confusion was the core category of the process. Students who were able to work through the confusion and solve problems were able to attain conceptual understanding and progress to more complex problem solving.Conclusions: Nurse educators need to identify teaching and learning strategies that promote conceptual understanding. Helping students to get beyond memorization and move to understanding of medication calculations can help students’ critical thinking and problem solving ability and lead to conceptual understanding.

Education 3.0: Transforming Teaching and Learning by Eliminating Lecturing

2015 ◽  
Author(s):  
Tae-Eog Lee ◽  
KiSoon Cho ◽  
Eun-Jee Kim
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Team Learning ◽  
Student Participation ◽  
Educational Quality ◽  
The Other ◽  
Learning Effectiveness ◽  
Effective Strategy ◽  
Mass Education ◽  
E Learning

Lecturing has been effective for mass education. However, its limitations for learning effectiveness have been well known. Many innovative pedagogies have been developed for increasing interaction and student participation in classes. However, they have not been successfully adopted in most classrooms. On the other hand, the gap on educational quality between the industry and the academia, which is mostly attributable to lecture-based education, has been expanding. We propose a simple and effective strategy to transform teaching and learning to be highly interactive and student-participative by eliminating lecturing from classrooms. After sending lecturing to e-learning, teachers do non-lecturing activities including discussion, Q&A, interactive problem solving, team learning, and labs. We share strategies, feedback, and experiences from a university-wide program for implementing such new teaching and learning.

scholarly journals Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems

2021 ◽  
Vol 6 (2) ◽  
pp. 100-110
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Solution Process ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Mathematical System ◽  
Written Assessment ◽  
Prospective Mathematics Teachers

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’  conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.

scholarly journals Potential of Problem-Solving Flipped Classroom Instruction in teaching Internet of Things (IoT) at Community Colleges: A Needs Analysis

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
Zanariah Ahmad ◽  
Umawathy Techanamurthy ◽  
Noorfadhilah Kahar ◽  
Fadhlina Ahmad ◽  
Ana Rohana Pataniah Salahuddin
Keyword(s):  
Community Colleges ◽  
Problem Solving ◽  
Internet Of Things ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Entry Level ◽  
Hands On ◽  
Orientation Session ◽  
The Subject

Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain their views on current teaching practices along with the challenges faced in the teaching and learning of IoT to entry level students. Participants were also asked about their readiness towards the flipped classroom following an orientation session on Flipped Classroom approach. The findings showed that lecturers mostly used traditional pedagogical models in the TVET settings such as lectures. Students usually followed instructions and merely replicate the hands-on tasks as demonstrated by their lecturers in class. It was also found that students were struggling with the subject due to their lack of competency in programming and grasping electrical and electronics concepts. Students were also found to be weak in mathematics and reasoning skills, thus making it a challenge to teach IoT to them. Therefore, a myriad of media, materials and application of real-world concepts may be required to aid lecturers to improve students’ achievement in the subject. The flipped classroom approach for teaching which gives more time for hands-on problem-solving instruction may be appropriate to support lecturers to overcome the challenges in teaching IoT.

scholarly journals A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Malgorzata Iwaniec ◽  
Tatiana Simmonds ◽  
Zoe Swan
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Independent Study ◽  
Practical Case ◽  
Flipped Learning ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Key Skills

 This study explores how a flipped learning pedagogy was introduced to two separate student groups, within different disciplines, law and computing and compares the findings that have begun to emerge in relation to the development of a range of skills in particular the development of problem solving skills. Analytical and problem solving skills are not only the key skills for both law students and computing students, but are key skills for any graduate. The findings suggest the flipped classroom approach can increase student participation, engagement, supports the development of critical thinking and problem solving skills and promotes deeper levels of learning. The findings also support that this method of teaching and learning encourages the development of independent study skills and provides opportunities for students to develop and practice the core skills required of their discipline. This paper will also explore the perceived challenges and benefits experienced by both students and academics working with a flipped teaching and learning strategy during the academic year 2014/15.

Sign in / Sign up

Export Citation Format

Share Document