Innovative Instruction in STEM Education

2016 ◽  
pp. 155-180
Author(s):  
Victoria C. Coyle ◽  
Dianna L. Newman ◽  
Kenneth A. Connor
Keyword(s):  
Stem Education ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Future Research ◽  
Online Information ◽  
Student Centered ◽  
Student Centered Learning ◽  
Future Research Directions ◽  
Classroom Structures ◽  
Authentic Activities

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant instructional method. The use of alternate classroom structures to create student-centered learning environments is appropriate in STEM education. This chapter presents the development of a flipped classroom in a higher education STEM course, and describes the iterative process and subsequent structure of the course over several years. Considerations when implementing a flipped model of instruction are: the degree of self-regulation required of students, methods of assessment and the relationship between online information and authentic activities that students participate in during class. Recommendations for future research directions are discussed.

Innovative Instruction in STEM Education

2016 ◽  
pp. 309-332 ◽  
Author(s):  
Victoria C. Coyle ◽  
Dianna L. Newman ◽  
Kenneth A. Connor
Keyword(s):  
Stem Education ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Future Research ◽  
Online Information ◽  
Student Centered ◽  
Student Centered Learning ◽  
Future Research Directions ◽  
Classroom Structures ◽  
Authentic Activities

Research from the learning sciences provides evidence that students engaged in collaborative learning in authentic activities are better able to retain and transfer knowledge to alternate contexts leading educators to reexamine the role of the lecture as a dominant instructional method. The use of alternate classroom structures to create student-centered learning environments is appropriate in STEM education. This chapter presents the development of a flipped classroom in a higher education STEM course, and describes the iterative process and subsequent structure of the course over several years. Considerations when implementing a flipped model of instruction are: the degree of self-regulation required of students, methods of assessment and the relationship between online information and authentic activities that students participate in during class. Recommendations for future research directions are discussed.

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

Cross-Principles in Digital Textbook Use and Development

2015 ◽  
pp. 132-153 ◽  
Keyword(s):  
Knowledge Management ◽  
Self Regulation ◽  
Future Research ◽  
Theoretical Understanding ◽  
Research Directions ◽  
Disciplinary Boundaries ◽  
Digital Textbook ◽  
Textbook Use ◽  
Digital Textbooks ◽  
Future Research Directions

Recent research on digital textbook use and development suggests that principles may reflect the cross-disciplinary boundaries. There are multiple examples that evidence this idea. Therefore, the purpose of this chapter is to enrich the theoretical understanding of design and to broaden the empirical research base by adopting a cross-disciplinary focus. The chapter explores the fundamental principles of digital textbooks and describes the power of cross-principles through a new metasystems method, which allows one to synthesize a functional framework consisting from self-regulation, personalization, feedback diversity, clarity, dynamicity and flexibility and ergonomic environments. These principles are assembled from general norms derived from principles of philosophy, pedagogy, psychology, cybernetics, and knowledge management. The use of cross-principles in the learning design of digital textbooks is a relatively new phenomenon, but with great potential to achieve the guaranteed learning outcomes. Conclusions and future research directions are provided at the end.

scholarly journals Flipped Classroom to Improve University Student Centered Learning and Academic Performance

2019 ◽  
Vol 8 (11) ◽  
pp. 315 ◽  
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.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

“I know it when I see it”: employing reflective practice for assessment and feedback of reflective writing in a makerspace classroom

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ofer Chen ◽  
Yoav Bergner
Keyword(s):  
Reflective Practice ◽  
Self Regulation ◽  
Student Assessment ◽  
Reflective Writing ◽  
Sorting Task ◽  
Card Sorting ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Assessment Protocol

Purpose In reflective writing, students are encouraged to examine their own setbacks and progress. With a shortage of guidance in how to provide feedback to students on this type of writing, teachers are often left to figure it out on the job. The central hypothesis in this paper is that the lens of reflective practice can help focus teacher efforts and ultimately improve both feedback and instruction. The purpose of this paper is not to produce a universal prescription for assessing reflective writing but rather a protocol for teacher reflective practice that can apply to challenging grading and feedback-giving situations. Design/methodology/approach Student assessment is a chance for teachers to learn about their students’ abilities and challenges and to provide feedback for improvement. Assessment and grading sessions can also become opportunities for teachers to examine their own instructional and assessment practices. This self-examination process, a cornerstone of reflective practice (Schön, 1984), is challenging, but it may be especially valuable when guidelines for feedback and assessment are hard to come by. Such may be said to be the case in student-centered learning environments such as school Fablabs and makerspaces, where stated goals commonly include cultivating learner self-regulation and resilience. These hard-to-measure constructs are typically assessed through analysis of student reflective journals. This in-depth case study uses mixed-methods to examine how a semester-long intervention affected the grading, feedback and instructional practices of a teacher in a hands-on design classroom. The intervention involved 10 grade-aloud sessions using a computer-based rubric tool (Gradescope) and a culminating card-sorting task. The lens of reflective practice was applied to understanding the teacher’s development of their own reflective capabilities. Findings During the intervention, the participating teacher grappled with grading and feedback-giving dilemmas which led to clarifications of assessment objectives; changes to instruction; and improved feedback-giving practices, many of which persisted after the intervention. The teacher perceived the intervention as adding both rigor and productive “soul-searching” to their professional practice. Lasting changes in feedback behaviors included a comprehensive rubric and an increase in the frequency, specificity and depth of feedback given to student written work. Originality/value Significant prior efforts have been directed separately at the use of reflective practice for teachers, in general, and on the feedback and grading of student process journals. This work combines these lines of inquiry in the reflective classroom assessment protocol, a novel on-the-job professional development opportunity that fosters reflective practice in times of assessment to improve instructional and feedback practices.

Self-Regulation, Engagement, Motivation, and Performance in a Simulated Quality Control Task

2004 ◽  
Vol 94 (3) ◽  
pp. 944-954 ◽  
Author(s):  
Kraig L. Schell ◽  
Ellen C. Melton ◽  
Abbie Woodruff ◽  
G. Brandon Corbin
Keyword(s):  
Quality Control ◽  
Error Detection ◽  
Self Regulation ◽  
Task Engagement ◽  
Future Research ◽  
Control Task ◽  
Lower Specificity ◽  
Future Research Directions ◽  
And Performance ◽  
And Task

This study examined how self-regulation and task-related motivation were related to the accuracy of error detection and task engagement in a simulated quality control task that mimicked prescription-checking behavior in a pharmacy. Ninety-one participants completed measures of self-regulation, task engagement, and task-related motivation and then checked 80 simulated scripts with inserted error ratios ranging from 26% to 38%. Motivation and task engagement were assessed at the beginning of the task, the midpoint of the task, and after the task was over. Performance was measured in terms of sensitivity (error detections) and specificity (false alarm responses). Results indicated that motivation was correlated with higher sensitivity, while self-regulation was correlated with lower specificity. Higher mid-task motivation and higher self-regulation were also predictive of greater task engagement at the midpoint of the task only. Results are discussed and future research directions are proposed.

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