A computer-aided blended learning toolbox to reinforce numerical concepts for science education in a flipped-classroom environment

• J.S. Jeong ; D. González-Gómez ^[1]
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
• Localización: EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies (July 1st-3rd, 2019, Palma, Spain) / coord. por Luis Gómez Chova, A. López Martínez, I. Candel Torres, 2019, ISBN 978-84-09-12031-4, págs. 579-584
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • The learning process is not only strived on the students’ cognitive factors, but also other factors such as the students’ affective domain or self-efficacy beliefs must be considered in order to reach a significant learning. Regarding of students’ self-efficacy beliefs, different studies have already reported to be an important mediator of students’ learning behaviors and the amount of effort they attribute to learning. Self-efficacious students will be more likely to perform more challenging activities and preserver in difficult situations. Thus, this research aims to assess the influence of undertaking a flipped-classroom strategy in the students’ self-efficacy toward learning science. The study was conducted in a General Science course at the Teaching Training School of the University of Extremadura. Self-efficacy students’ beliefs were collected before starting the course (pre-test) and after the course was completed (post-test) using a previously validated questionnaire. The results obtained in this research suggest that the flipped classroom teaching methodology is an appropriate strategy to improve the students’ self-efficacy beliefs towards science not only in scientific skills but also providing more confidence in their ability to use science.