SABER 2.0 in STEM: Rewarded Correction and Subject Content – Active Learning Practical Matching Strategies
DOI:
https://doi.org/10.1344/reire2018.11.220911Keywords:
Active learning, Flipped classroom, Content development, STEM, Constructivism, Rewarded correctionAbstract
INTRODUCTION. 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.References
Atkins, P. W., de Paula, J., and Keeler, J. (2017). Atkins’ Physical Chemistry (11th Ed.). Oxford (UK): Oxford University Press.
Brown, B. R., Mason, A., and Singh, C. (2016). Improving performance in quantum mechanics with explicit incentives to correct mistakes. Physical Review Physics Education Research, 12, 010121. https://doi.org/10.1103/PhysRevPhysEducRes.12.010121
Cooper, M. M., Caballero, M. D., Ebert-May, D., Fata-Hartley, C. L., Jardeleza, S. E., Krajcik, J. S., Laverty, J. T., Matz, R. L., Posey, L. A., and Underwood, S. M. (2015). Challenge faculty to transform STEM learning. Science, 350(6258), 281–282. https://doi.org/10.1126/science.aab0933
Crouch, C. H., and Mazur, E. (2001). Peer instruction: ten years of experience and results. American Journal of Physics, 69(9), 970. https://doi.org/10.1119/1.1374249
Feynman, R. P., Leighton, R., and Sands, M. (1965). The Feynman Lectures on Physics. New York: Addison-Wesley.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., and Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gijbels, D., Dochy, F., van den Bossche, P., and Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61. https://doi.org/10.3102/00346543075001027
Giménez, X. (2018, to be published). SABER: clase invertida síncrona universitaria, en un entorno STEM [SABER: Synchronous Flipped Classroom in University STEM Subjects]. Barcelona: ICE/OCTAEDRO-Cuadernos de Educación Universitaria.
Holmes, N. G., Wieman, C. E., and Bonn, D. A. (2015). Teaching critical thinking. Proceedings of the National Academy of Sciences, 112(36), 11199–11204. https://doi.org/10.1073/pnas.1505329112
Johnson, D. W., Johnson, R. T., and Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Methods, 1, 33.
Karpicke, J. D., and Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775; Mintzes, J. J. et al. (Comment). Science, 334, 453c (2011); Karpicke, J. D., and Blunt, J.R. (Response to comment). Science 334, 453d (2011). https://doi.org/10.1126/science.1199327
Kerezstes, A., Kaiser, D., Kovács, G., and Racsmány, M. (2014). Testing promotes long-term learning via stabilizing activation patterns in a large network of brain areas. Cerebral Cortex, 24(11), 3025–3035. https://doi.org/10.1093/cercor/bht158
Kirschner, P. A., Sweller, J., and Clark, R. E. (2010). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Mazur, E. (2015). Principles & Practice of Physics. Essex (UK): Pearson Education.
Medina, J. L. (2016). La docencia universitaria mediante el enfoque del aula invertida. Octaedro – ICE-UB, Barcelona.
Ryan, M. D., and Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: a parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13–23. https://doi.org/10.1021/acs.jchemed.5b00717
Stinson, K., Harkness, S. S., Meyer, H., and Stallworth, J. (2009). Mathematics and science integration: models and characterizations. School Science and Mathematics, 109(3), 153–161. https://doi.org/10.1111/j.1949-8594.2009.tb17951.x
Storm, B. C., Bjork, E. L., and Bjork, R. A. (2008). Accelerated relearning after retrieval-induced forgetting: the benefit of being forgotten. Journal of Experimental Psychology: Learning, Memory and Cognition, 34(1), 230–236. https://doi.org/10.1037/0278-7393.34.1.230
van Vliet, E. A., Winnips, J. C., and Brouwer, N. (2015). Flipped-Classroom pedagogy enhances student metacognition and collaborative learning strategies in higher education, but effect does not persist. CBE–Life Sciences Education, 14, 14:ar26.
Weaver, G. C., and Sturtevant, H. G. (2015). Design, implementation and evaluation of a flipped format general chemistry course. Journal of Chemical Education, 92(9), 1437–1448. https://doi.org/10.1021/acs.jchemed.5b00316
Wood, W. B. (2009a): Revising the AP biology curriculum. Science, 325(5948), 1627–1628. https://doi.org/10.1126/science.1180821
Wood, W. B. (2009b). Innovations in teaching undergraduate biology, and why we need them. Annual Review of Cell and Developmental Biology, 25, 93–112. https://doi.org/10.1146/annurev.cellbio.24.110707.175306
Downloads
Published
How to Cite
Issue
Section
License
Authors keep authorship rights and confer to REIRE the rights of article’s first publication.
All the contents included into REIRE Revista d’innovació i Recerca en Educació are under Creative Commons 4.0 International license attribution, which allows the article’s reproduction, distribution and public communication, whenever authorship and the journal’s title is quoted.
