Benefícios do flipped classroom no período pré-clínico: uma revisão sistemática

INTRODUCTION: Flipped Classroom (FC) is an active teaching methodology in which the lower levels of Bloom's taxonomy are realized at home: watching videos made available by teachers or studying through the teaching material offered, while the classroom is reserved to work the levels of taxonomy through discussions. OBJECTIVE: Identify the benefits of the HR method compared to traditional education in the pre-clinical years of medical graduation. METHODS: Systematic review through electronic database search in the period defined between 12/31/1999 and 6/25/2017. RESULTS: A total of 262 articles were found, of which 04 fully satisfy the inclusion and exclusion criteria previously established. The academic performance measured through applied tests was superior in the FC method in two studies. One study demonstrated that students performed better on analysis-type questions, according to Bloom's taxonomy. In the FC method the students had contact with more sources of study. In addition, the studies that brought qualitative evaluation of the students about the methodology obtained opinions favorable to its application. CONCLUSION: The FC method was advantageous in motivating students. The results suggest that this method promotes greater content retention. The FC methodology becomes superior to traditional teaching in the analysis-type questions, according to Bloom’s taxonomy, indicating the possibility that this method is better to address higher levels of complexity in the teaching-learning process. Data related to students' academic performance in each method are still inconclusive.

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Using the Medicine Wheel for Curriculum Design in Intercultural Communication

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch032 ◽

2020 ◽

pp. 686-711

Author(s):

Marcella LaFever

Keyword(s):

Intercultural Communication ◽

Curriculum Design ◽

Ways Of Knowing ◽

Bloom's Taxonomy ◽

Indigenous Communities ◽

Truth And Reconciliation Commission ◽

Medicine Wheel ◽

Truth And Reconciliation ◽

Bloom’S Taxonomy ◽

Teaching Learning

In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.

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Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Social Sciences ◽

10.3390/socsci8110315 ◽

2019 ◽

Vol 8 (11) ◽

pp. 315 ◽

Cited By ~ 6

Author(s):

Mingorance Estrada ◽

Granda Vera ◽

Rojas Ruiz ◽

Alemany Arrebola

Keyword(s):

Academic Performance ◽

University Students ◽

Classroom Environment ◽

Flipped Classroom ◽

Student Centered ◽

Student Centered Learning ◽

Traditional System ◽

Quasi Experimental ◽

Analytical Research ◽

Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

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Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽

10.21512/humaniora.v1i2.2878 ◽

2010 ◽

Vol 1 (2) ◽

pp. 359

Author(s):

Dominikus Tulasi

Keyword(s):

Critical Thinking ◽

General Education ◽

Student Behavior ◽

Empirical Evaluation ◽

Bloom's Taxonomy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Student Centered Learning ◽

Bloom’S Taxonomy ◽

Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind.

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Conectando el modelo Flipped Learning y la teoría de las Inteligencias Múltiples a la luz de la taxonomía de Bloom/Connecting the Flipped Learning model and the Multiple Intelligences Theory considering Bloom’s taxonomy

Magister ◽

10.17811/msg.31.2.2019.45-54 ◽

2020 ◽

Vol 31 (2) ◽

pp. 45

Author(s):

Raúl Santiago Campión

Keyword(s):

Multiple Intelligences ◽

Flipped Classroom ◽

Bloom's Taxonomy ◽

Learning Model ◽

Flipped Learning ◽

Classroom Learning ◽

Bloom’S Taxonomy ◽

Multiple Intelligences Theory

El objetivo de este artículo es realizar una propuesta teórico-práctica con objeto de analizar el impacto que un adecuado diseño e implementación del modelo de Clase Inversa /Aprendizaje Inverso (Flipped Classroom /Learning) puede tener en el desarrollo de las Inteligencias Múltiples como estrategias de aprendizaje activo y diferenciador en el aula. Para ello, se comienza por definir en qué consiste la clase inversa (también aprendizaje inverso) centrándose en los conceptos de espacio individual y espacio grupal y la importancia de un adecuado diseño metodológico para atender a la diversidad del alumnado en general y sus diferencias en cuanto a Inteligencias Múltiples en particular. En este contexto, se realiza un análisis previo sobre cuál puede ser el mejor espacio de aprendizaje en cada una de las Inteligencias Múltiples identificadas por Gardner, para concluir con una serie de recomendaciones y una propuesta práctica sobre su implementación en el aula a la luz de la taxonomía de Bloom.

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Bloom's Taxonomy to Improve Teaching-Learning in Introduction to Programming

International Journal of Information and Education Technology ◽

10.18178/ijiet.2021.11.3.1504 ◽

2021 ◽

Vol 11 (3) ◽

pp. 148-153

Author(s):

Sónia Rolland Sobral ◽

Keyword(s):

Higher Education ◽

Programming Languages ◽

Learning Strategies ◽

Bloom's Taxonomy ◽

Learning Objectives ◽

Science Courses ◽

Computer Science Courses ◽

Bloom’S Taxonomy ◽

Definition Of ◽

Teaching Learning

Students in computer science courses entering higher education begin with computer thinking and programming languages in a curricular unit (CU) that can be referred to in various ways, like CS1 or programming fundamentals. This CU is very important for the academic and professional path of those students. Teachers and those responsible for those courses must carefully define the learning objectives, the learning strategies and the assessment of this teaching-learning. Bloom's taxonomy, in its different variations, is a powerful tool that helps in these tasks and that gives clear indications on the language that is to be used - which is useful for perceiving both the level of colleagues and the level of accreditations and assessments of courses. This article provides a detailed description of Bloom's taxonomy and its changes over the years. Studies carried out in the context of teaching fundamentals of programming and using Bloom's taxonomy are listed and analyzed. In the end, the conclusions and the definition of future works are made.

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Mock panels as an active teaching methodology in the education of nursing doctors

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2019-0700 ◽

2020 ◽

Vol 73 (6) ◽

Author(s):

Ildone Forte de Morais ◽

Alexandra do Nascimento Cassiano ◽

Soraya Maria de Medeiros ◽

Rejane Maria Paiva de Menezes ◽

Rodrigo Assis Neves Dantas ◽

...

Keyword(s):

Graduate Program ◽

Rio Grande ◽

Traditional Education ◽

Teaching Methodology ◽

Critical Thought ◽

Student Autonomy ◽

Active Teaching ◽

Education Model ◽

Teaching Learning

ABSTRACT Objective: To analyze the experience of doctorate students in the use of mock panels as an active methodology of teaching in Nursing post-graduation. Method: Experience report on the use of mock panels in the discipline Advanced Methods for Researches in Health and Nursing II, offered in the doctorate course of the Nursing Post-graduate Program from the Universidade Federal do Rio Grande do Norte. Results: The mock panels contributed for the doctorate of nurses and enabled students to take on the role of protagonists in the teaching-learning process, through the use of critical thought and student autonomy. Conclusions: This experience made it possible to implement an active teaching-learning methodology in Nursing post-graduation, since this strategy was opposite to the traditional education model.

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Teaching marketing to non-marketing majors: tools to enhance their engagement and academic performance

Education + Training ◽

10.1108/et-02-2021-0038 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

James M. Crick ◽

Dave Crick

Keyword(s):

Academic Performance ◽

Student Satisfaction ◽

Structural Equation ◽

Bloom's Taxonomy ◽

Faculty Members ◽

Equation Modeling ◽

Structured Interviews ◽

Content Type ◽

Bloom’S Taxonomy ◽

Survey Responses

PurposeWhile there has been a significant amount of work involving marketing education, it is unclear how faculty members can increase the engagement and achievement of non-subject specialists. Accordingly, guided by Bloom's Taxonomy, this current study examines the ways that academics can teach marketing to non-marketing undergraduate majors, with a focus on enhancing their engagement and academic performance.Design/methodology/approachSurvey responses (and related archival information) were collected from 181 non-marketing majors in the United Kingdom (studying marketing modules as part of their undergraduate degrees). Such data passed a series of key robustness checks. The hypothesized and control paths were tested via covariance-based structural equation modeling. In addition, 20 semi-structured interviews were used to explore the underlying issues behind the statistical results.FindingsTwo variables were positive drivers of engaging non-marketing students, namely, discussion-oriented interactions and relating marketing to non-marketing subjects. However, integrating theory with practice produced a negative, but non-significant relationship with engaging non-marketing students. In turn, engaging non-marketing students yielded a positive and significant association with academic performance. The follow-up interviews suggested that to best-engage non-marketing majors, educators should consider hosting guest speakers (e.g. owner-managers) to demonstrate how their university-level studies are applicable to “real-world” subject contexts, like sports management and engineering when they graduate.Originality/valueThis current article strengthens the extant literature by identifying some actionable tools that can be employed to enhance the engagement and academic performance of non-subject specialists. This is important, since faculty members are under increased pressure to become effective teachers and facilitate student satisfaction (alongside their other duties, including research and administration). Hence, this paper assists such individuals to cope with the rapidly changing landscape of the higher education sector. In fact, Bloom's Taxonomy was a relevant pedagogical theory for unpacking how educators can teach marketing to non-marketing majors.

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The Flipped Classroom Approach to Improve Fundus Examination Skills for Medical Students: a Mixed-methods Study

10.21203/rs.3.rs-149019/v1 ◽

2021 ◽

Author(s):

Kiyoshi Shikino ◽

Claudia A Rosu ◽

Daiki Yokokawa ◽

Shingo Suzuki ◽

Yusuke Hirota ◽

...

Keyword(s):

Medical Students ◽

Diagnostic Accuracy ◽

Flipped Classroom ◽

Bloom's Taxonomy ◽

Traditional Teaching ◽

Fundus Examination ◽

Traditional Lecture ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Total Examination Time

Abstract BACKGROUND: Training for the fundus examination using traditional teaching is challenging, resulting in low generalist physicians’ confidence in performing the funduscopic exam. At the same time, there is growing evidence suggesting flipped classrooms’ value in teaching physical examination procedures. However, whether the flipped classroom is superior to the traditional, lecture-based teaching for the funduscopic exam and the cognitive processes supporting its effectiveness has not yet been determined. METHODS: We conducted a sequential explanatory mixed-method study to compare the flipped classroom approach’s effectiveness versus the traditional lecture-based classroom for teaching the funduscopic exam to the medical students at Chiba University in Japan. Medical students were randomly assigned to either a flipped classroom group or a traditional teaching group. We then quantitatively measured the diagnostic accuracy of funduscopic findings, the length of time to perform the fundus examination, and students’ confidence in performing funduscopic examinations, before and after attending the specific classrooms. Next, we conducted student focus groups to explore the students’ thinking processes in the flipped classroom and traditional teaching of fundus examination, respectively. The qualitative data were analyzed using the qualitative content analysis method.RESULTS: Diagnostic accuracy was significantly higher using the flipped classroom method (flipped: 36.6% to 63.4%, traditional: 28.3% to 34.6%, F (1,310) = 11.0, p = .001). The total examination time was significantly shorter using the flipped classroom teaching (flipped: 85.4s to 66.9s, traditional: 85.3s to 76.3s, F (1,310) = 14.7, p <.001). Six semi-structured focused group interviews were conducted (n=36). In the flipped classroom group, we identified 12 categories corresponding to five levels of the revised Bloom’s taxonomy: remember, understand, apply, analyze, evaluate. Five categories were identified in the traditional classroom group corresponding only to three levels of the revised Bloom’s taxonomy: understand, apply, analyze. Interrater reliability was substantial (Cohen’s kappa = 0.81). CONCLUSIONS: Teaching medical students funduscopic examination using the flipped classroom methodology leads to improved diagnostic accuracy, confidence, and motivation for funduscopic examinations, while reducing total examination time. The flipped classroom teaching method enabled higher levels of cognitive activity than the traditional, lecture-based classroom, as assessed using the revised Bloom’s taxonomy.

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