scholarly journals Introdução da Flipped Classroom no ensino de enfermagem: Relato de uma aula sobre pensamento crítico-criativo

2018 ◽  
Vol 8 (4) ◽  
pp. 829
Author(s):  
Caroline Porcelis Vargas ◽  
Paola Da Silva Diaz ◽  
Jouhanna Do Carmo Menegaz ◽  
Vânia Marli Schubert Backes ◽  
Silvana Silveira Kempfer ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Problem Based Learning ◽  
Peer Instruction ◽  
Just In Time

Objetivo: relatar a experiência do uso da flipped classroom em um seminário de enfermagem sobre a temática do pensamento crítico-criativo na formação de enfermeiros pós-graduandos. Método: construção e desenvolvimento de um seminário que teve duração de quatro horas, e contou com a participação de dez professores e alunos da pós-graduação em enfermagem. Foram utilizados três metodologias de flipped classroom: Just in time teaching, Peer Instruction e o Problem Based Learning. Resultados: foi possível contribuir para maior participação e apropriação de conhecimento acerca do tema como uso da flipped classroom, proporcionando a experimentação e sensibilização de métodos em professores e alunos. Considerações finais: através desta experiência buscou-se incentivar a reflexão, uma vez que esses métodos de ensino colocam o aluno como o sujeito ativo na aprendizagem, fazendo com que busquem em suas vivências ou estudos respostas para questões feitas por ele mesmo ou por outros.

Blended Teaching and Learning Methodology: Flipped Classroom, Peer and Problem-Based Instruction

2019 ◽  
Author(s):  
Matheus Pereira Lobo
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Peer Instruction ◽  
And Mathematics ◽  
Based Instruction ◽  
Selection Of ◽  
Blended Teaching

This article presents a selection of ideas borrowed from active methodologies–namely, Flipped Classroom (FC), Peer Instruction (PI), and Problem Based Learning (PBL)–as a blended approach for teaching and learning physics and mathematics.

scholarly journals Bruk av omvendt undervisning i naturfag på ungdomstrinnet

2021 ◽  
Vol 17 (1) ◽  
pp. 20-34
Author(s):  
Christine Lindstrøm ◽  
Ina Camilla Lauvli Engan ◽  
Kirsti Marie Jegstad
Keyword(s):  
Higher Education ◽  
Middle School ◽  
Flipped Classroom ◽  
School Science ◽  
Middle School Science ◽  
Peer Instruction ◽  
Just In Time ◽  
Teacher Interviews ◽  
Teacher Data ◽  
Student Completion

In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instructioncould be implemented in middle school science. The study was carried out over four weeks in two year 8classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses toin-class Peer Instruction questions, and teacher interviews before, during and after the intervention. Theresults show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly likedthe instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning andteaching her classes, and the time spent for planning did not increase significantly.

scholarly journals Flipped Classroom in teaching nursing management: experience report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Jouhanna do Carmo Menegaz ◽  
Geyse Aline Rodrigues Dias ◽  
Ricky Falcão Silva Trindade ◽  
Suzayne Naiara Leal ◽  
Nathalia Karym Araújo Martins
Keyword(s):  
Flipped Classroom ◽  
Teaching Experience ◽  
Peer Instruction ◽  
Just In Time ◽  
Nursing Management ◽  
Teacher Planning ◽  
Administrative Process ◽  
Undergraduate Nursing ◽  
The Individual ◽  
Nursing Course

Abstract Objective: To report the experience of the use of two Flipped Classroom methods in the curricular activity of the Health Services Organization of an undergraduate nursing course. Method: Report of teaching experience developed in the second half of 2016 and the first 2017 through the introduction of Just in Time Teaching and Peer Instruction into three programmatic content. Results: The flipped methods were introduced into two classes. Peer Instruction and Just in Time Teaching were introduced in class one, in organizational alignment classes and administrative process, respectively. In class two, only Just in Time Teaching, in labour process and administrative process classes. Conclusion: Students had difficulty integrating the individual study. Isolated insertion initiatives may hinder teacher planning and pedagogical structuring of content approach.

scholarly journals Utilização das estratégias de aprendizagem ativa “Flipped Classroom”, “Peer Instruction” e “Just-in-Time Teaching” no ensino de Astronomia

2019 ◽  
Vol 7 (1) ◽  
pp. 64-68
Author(s):  
Rudson Da Rosa Pedroso ◽  
Guilherme Binkowski Perroni ◽  
Odilon Giovannini ◽  
Valquíria Villas-Boas
Keyword(s):  
Flipped Classroom ◽  
Peer Instruction ◽  
Just In Time

scholarly journals Using Just-in-Time Teaching and Peer Instruction in a Residency Program’s Core Curriculum

2015 ◽  
Vol 90 (3) ◽  
pp. 384-391 ◽  
Author(s):  
Mary C. Schuller ◽  
Debra A. DaRosa ◽  
Marie L. Crandall
Keyword(s):  
Core Curriculum ◽  
Peer Instruction ◽  
Just In Time

Using a Flipped Classroom Approach to Support Problem-Based Learning

2015 ◽  
Vol 20 (3) ◽  
pp. 299-315 ◽  
Author(s):  
Andrew A Tawfik ◽  
Christopher Lilly
Keyword(s):  
Flipped Classroom ◽  
Problem Based Learning

scholarly journals Application of Artificial intelligence to high education: empowerment of flipped classroom with just-in-time teaching

2020 ◽  
Author(s):  
Lina Montuori ◽  
Manuel Alcázar-Ortega ◽  
Paula Bastida-Molina ◽  
Carlos Vargas-Salgado
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
High Education ◽  
Flipped Classroom ◽  
Training Data ◽  
Just In Time ◽  
Training Approach ◽  
Mathematical Algorithms ◽  
Key Variables ◽  
Industrial Refrigeration

In the so-called society 4.0, Artificial Intelligence (AI) is being widely used in many areas of life. Machine learning uses mathematical algorithms based on "training data", which are able to make predictions or take decisions with the ability to change their behavior through a self-training approach. Furthermore, thanks to AI, a large volume of data can be now processed with the overall goal to extract patterns and transform the information into a comprehensible structure for further utilization, which manually done by humans would easily take several years. In this framework, this article explores the potential of AI and machine learning to empower flipped classroom with just-in-time teaching (JiTT). JiTT is a pedagogical method that can be easily combined with the reverse teaching. It allows professors to receive feedback from students before class, so they may be able to adapt the lesson flow, as well as preparing strategies and activities focused on the student deficiencies. This research explores the application of AI in high education as a tool to analyze the key variables involved in the learning process of students and to integrate JiTT within the flipped classroom. Finally, a case of application of this methodology is presented, applied to the course of Industrial Refrigeration taught at the Polytechnic University of Valencia.

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