Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Education in the Knowledge Society Pub Date : 2021-04-28 DOI:10.14201/EKS.23617
C. Lázaro-Carrascosa, Isidoro Hernán-Losada, D. Palacios-Alonso, Ángel Velázquez-Iturbide
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引用次数: 16

Abstract

This article presents a double evaluation carried out in the subject Didactics of Computer Science and Technology, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by Universidad Rey Juan Carlos. Students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, flipped classroom technique was used to present the necessary contents, combined with an adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. It is remarkable that, despite these differences, the students expressed their satisfaction with the learning acquired and with the tasks performed in both cases. The techniques used were well-appreciated, in first year more than in the second, and especially flipped classroom. Scores obtained were, in addition, always very relevant.
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翻转课堂与阿伦森的困惑:大学预科硕士学位教学的综合评价
本文介绍了对计算机科学与技术教学学科进行的双重评估,对应于雷胡安卡洛斯大学的中等教育硕士学位教师培训、学士学位、职业培训和语言教学。该课程的学生必须学习如何使用HTML、CSS和JavaScript编程语言编写简单的网页。为此,运用翻转课堂技术呈现必要的内容,结合改编Aronson的合作学习拼图技术,进行反映所学知识的小组实践。值得一提的是,作为所使用的两种技术的补充,使用了一种经过调整的评估标准,该标准在教学单元开始时提供给学生。评估在2018/2019和2019/2020两个连续学年进行。这两项研究之间存在重要差异:在第一项研究中,学生之前的自我分配水平要高得多(2.8分,而不是1到5分的1.4分)。另一个更相关的区别是,在第二年,所有的教学都是在家里完成的,以不出勤的形式,是强制性的,因为当时由于SARS-CoV-2病毒(通常被称为冠状病毒)引起的大流行,警报状态规定了禁闭期。值得注意的是,尽管存在这些差异,学生们对两种情况下获得的知识和完成的任务都表示满意。使用的技巧在第一年比在第二年更受欢迎,尤其是翻转课堂。此外,获得的分数总是非常相关的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education in the Knowledge Society
Education in the Knowledge Society EDUCATION & EDUCATIONAL RESEARCH-
自引率
10.30%
发文量
27
审稿时长
4 weeks
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