A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning

Sanchez-Muñoz, Raúl; Carrió, Mar; Rodríguez, Gemma; Pérez, Nora; Moyano, Encarnación

doi:10.1080/00219266.2020.1858928

Cited by 23 publications

(18 citation statements)

References 21 publications

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“…That is why the formation of environmental competence is extremely important, and every subject can and should solve this problem. From a methodological point of view, the development and implementation of educational projects by students aimed at improving the state of the environment in the process of identifying, studying, solving, and preventing environmental problems is an adequate tool for the formation of environmental competence (Sanchez-Muñoz et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Forming environmental competence in future biology teachers through project tasks

Amantayeva

Karbayeva

Childibayev

et al. 2022

CJES

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The impact of human economic activities on individual natural components or whole geosystems has caused a global environmental crisis and continues to change the surface of the planet beyond recognition. New biospheric thinking is required to overcome the existing threats. For that purpose, the new generation shall possess high ecological culture. The article aimed to examine the problem of formation and development of environmental competence of students based on project technology. The conducted research allowed students to independently identify environmental problems with the help of project technology. Practical development in the form of project tasks contributes to the formation of environmental competence in future biology teachers. The effectiveness of the proposed training technology is confirmed by the results of experimental work. Keywords: environmental awareness; environmental competence; environmental education; didactic conditions; project tasks.

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Section: Literature Reviewmentioning

confidence: 99%

Forming environmental competence in future biology teachers through project tasks

Amantayeva

Karbayeva

Childibayev

et al. 2022

CJES

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“…In line with that, Koh (2017) state that learning process must provide meaningful experiences for students through active learning models. One active learning is project-based (Chowdhury, 2015;Derevenskaia, 2014;Raycheva et al, 2017;Sanchez-Muñoz et al, 2022). However, appropriate project-based learning for some topics needs to integrate with a relevant approach.…”

Section: Introductionmentioning

confidence: 99%

“…PjBL implementation can be integrated with other approaches or strategies and does not eliminate tasks that are built on real activities in the form of a product. Learning innovations are key to student learning success as they can produce quality students through the integration of various approaches, methods and learning models (Binkley et al, 2014;Greenier, 2020;Sanchez-Muñoz et al, 2022). The lecturers must actively involve the students and provide opportunities for them to conduct studies on the concepts being studied, such as the integration of PjBL using a laboratory approach to learn marine biology.…”

Section: Introductionmentioning

confidence: 99%

Project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology

Tuaputty

Alimudi²,

Irene³

et al. 2023

JPBI

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The learning process must actively involve students and provide opportunities for them to study and prove the theories they learn. This study determined the influence of the application of Project-Besad Learning (PjBL) using a laboratory approach on learning outcomes and critical thinking in marine biology. This study used a descriptive quantitative method, with the independent variable being the implementation of PjBL with a laboratory approach and involved 32 students in the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology courses. The dependent variables were students' learning outcomes and critical thinking, and the data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect on knowledge (0.003 <p 0.005), a moderate effect on attitude and skill (0.000 <p 0.005), and a strong effect on critical thinking. The regression analysis showed that there was a correlation between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In conclusion, the implementation of PjBL using a laboratory approach can improve student learning outcomes and critical thinking in marine biology.

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“…Estriegana et al (2019) consideran que la adquisición de competencias es una de las cuestiones clave en la educación superior. Algunos estudios apuntan que con el flipped classroom los estudiantes deben afrontar situaciones complejas, interactuar con sus compañeros y utilizar determinadas herramientas útiles para el desarrollo de habilidades (creatividad y resolución de problemas) y destrezas (Al-Zahrani, 2015;Foldnes, 2016;Martín y Tourón, 2017).Tambien adquieren competencias transversales (sistémicas y personales) como el trabajo colaborativo y cooperativo, la capacidad de comunicación, el pensamiento crítico o la conciencia social (Chen et al 2015;Sánchez et al, 2020;Schaeper, 2009;Zanuiddin y Perera, 2017). Otro de los resultados observados en el aula invertida y entre los que hay un común acuerdo es el cambio hacia una actitud más positiva de los estudiantes (Danker, 2015;Saglam y Arslan, 2018).…”

Section: Introductionunclassified

Flipped Classroom: mejor presencial

Jiménez

Licerán-Gutiérrez

et al. 2022

In-Red 2022 - VIII Congreso Nacional De Innovación Educativa Y Docencia en Red

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Flipped classroom has been proven in recent years to have a positive effect on students’ motivation, attitude and academic performance. In this study, we analyze the perception of students of 9 subjects on several aspects about this teaching-learning model. This analysis is carried out by comparing two academic courses (2020-2021 and 2021-2022) which have been affected in a different way by the pandemic situation. Specifically, the former was a hybrid scenario, while in the later the scenario has turned to be 100% face-to-face. Results in our study show that students have a very positive perception on all of the items that were analyzed, being their valuation more positive in the face-to-face scenario. These results contribute to a better understanding on the contexts in which such methodology is more appropriate to be implemented.

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A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning

Cited by 23 publications

References 21 publications

Forming environmental competence in future biology teachers through project tasks

Forming environmental competence in future biology teachers through project tasks

Project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology

Flipped Classroom: mejor presencial

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