SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies

The present paper addresses a 2.0 implementation of a practical classroom strategy to increase university students' performance, with emphasis given to STEM subjects (Science, Technology, Engineering and Mathematics). METHOD. The starting point is a scheme based on the flipped classroom (FC) co...

Descripción completa

Detalles Bibliográficos
Autores: Arebalo, Laura, Gamallo Belmonte, Pablo, Giménez i Font, Xavier
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2018
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/141102
Acceso en línea:https://hdl.handle.net/2445/141102
Access Level:acceso abierto
Palabra clave:Aprenentatge actiu
Classe inversa
Educació STEM
Active learning
Flipped classroom
STEM education
id ES_57165ed2cf74b622b2bfe0e2f3e6e8a5
oai_identifier_str oai:recercat.cat:2445/141102
network_acronym_str ES
network_name_str España
repository_id_str
spelling SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategiesArebalo, LauraGamallo Belmonte, PabloGiménez i Font, XavierAprenentatge actiuClasse inversaEducació STEMActive learningFlipped classroomSTEM educationThe present paper addresses a 2.0 implementation of a practical classroom strategy to increase university students' performance, with emphasis given to STEM subjects (Science, Technology, Engineering and Mathematics). METHOD. The starting point is a scheme based on the flipped classroom (FC) concept. The work, however, starts in the classroom, using a synchronous FC, and modifications are introduced to increase students' ability to work autonomously. The practical methodology is known as SABER (after the Spanish Supervisión del Aprendizaje Básico con Ejercicios y autoReflexión). RESULTS. The paper describes a 2.0 version that incorporates (a) rewarded mistake correction as a key part in students' consolidation of concepts; and (b) substantial changes in how subject content is introduced to students. In the latter case, comparison experiments and compared macroscopic physical properties have been used to introduce difficult concepts. DISCUSSION. This approach presents content from an experimental perspective that is much closer to students' existing knowledge. The paper also provides some specific examples and practical tips to demonstrate how easily the methodology can be implemented.ICE Universitat de Barcelona2019201920182019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion13 p.application/pdfapplication/pdfhttps://hdl.handle.net/2445/141102Articles publicats en revistes (Ciència dels Materials i Química Física)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1344/reire2018.11.220911REIRE. Revista d'Innovació i Recerca en Educació, 2018, vol. 11, num. 2, p. 83-95https://doi.org/10.1344/reire2018.11.220911cc-by (c) Arebalo, Laura et al., 2018http://creativecommons.org/licenses/by/3.0/esinfo:eu-repo/semantics/openAccessoai:recercat.cat:2445/1411022026-05-29T05:05:01Z
dc.title.none.fl_str_mv SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
title SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
spellingShingle SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
Arebalo, Laura
Aprenentatge actiu
Classe inversa
Educació STEM
Active learning
Flipped classroom
STEM education
title_short SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
title_full SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
title_fullStr SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
title_full_unstemmed SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
title_sort SABER 2.0 in STEM: rewarded correction and subject content-active learning practical matching strategies
dc.creator.none.fl_str_mv Arebalo, Laura
Gamallo Belmonte, Pablo
Giménez i Font, Xavier
author Arebalo, Laura
author_facet Arebalo, Laura
Gamallo Belmonte, Pablo
Giménez i Font, Xavier
author_role author
author2 Gamallo Belmonte, Pablo
Giménez i Font, Xavier
author2_role author
author
dc.subject.none.fl_str_mv Aprenentatge actiu
Classe inversa
Educació STEM
Active learning
Flipped classroom
STEM education
topic Aprenentatge actiu
Classe inversa
Educació STEM
Active learning
Flipped classroom
STEM education
description The present paper addresses a 2.0 implementation of a practical classroom strategy to increase university students' performance, with emphasis given to STEM subjects (Science, Technology, Engineering and Mathematics). METHOD. The starting point is a scheme based on the flipped classroom (FC) concept. The work, however, starts in the classroom, using a synchronous FC, and modifications are introduced to increase students' ability to work autonomously. The practical methodology is known as SABER (after the Spanish Supervisión del Aprendizaje Básico con Ejercicios y autoReflexión). RESULTS. The paper describes a 2.0 version that incorporates (a) rewarded mistake correction as a key part in students' consolidation of concepts; and (b) substantial changes in how subject content is introduced to students. In the latter case, comparison experiments and compared macroscopic physical properties have been used to introduce difficult concepts. DISCUSSION. This approach presents content from an experimental perspective that is much closer to students' existing knowledge. The paper also provides some specific examples and practical tips to demonstrate how easily the methodology can be implemented.
publishDate 2018
dc.date.none.fl_str_mv 2018
2019
2019
2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/141102
url https://hdl.handle.net/2445/141102
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1344/reire2018.11.220911
REIRE. Revista d'Innovació i Recerca en Educació, 2018, vol. 11, num. 2, p. 83-95
https://doi.org/10.1344/reire2018.11.220911
dc.rights.none.fl_str_mv cc-by (c) Arebalo, Laura et al., 2018
http://creativecommons.org/licenses/by/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Arebalo, Laura et al., 2018
http://creativecommons.org/licenses/by/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 13 p.
application/pdf
application/pdf
dc.publisher.none.fl_str_mv ICE Universitat de Barcelona
publisher.none.fl_str_mv ICE Universitat de Barcelona
dc.source.none.fl_str_mv Articles publicats en revistes (Ciència dels Materials i Química Física)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869408426601218048
score 15,811543

Similares en LA Referencia