Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning

Kuiper, Shonda; Carver, Robert H. F.; Posner, Michael A.; Everson, Michelle

doi:10.1080/10511970.2015.1045573

Cited by 27 publications

(18 citation statements)

References 3 publications

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“…Mediante esta metodología se facilita la contextualización y acerca los contenidos al mundo real, lo que conlleva un aprendizaje significativo (Ausubel, 1983). Kuiper et al (2015) observan, durante su experiencia implementando FC en clase de estadística, que, utilizando vídeos para mostrar conceptos estadísticos en distintos contextos reales, su alumnado parece estar más convencido de la importancia de la estadística en otras disciplinas. Los autores afirman que mediante clases tradicionales no han conseguido hacer conscientes a su alumnado de este hecho fácilmente.…”

Section: Motivos Para Implantar La Metodología Flipped Classroomunclassified

“…Otro factor que mejora planteando la clase invertida, es la optimización del tiempo durante el curso. Cuando se utilizan las FC, se abarca más materia, los profesores dejan de sentir en cierta medida la presión de no alcanzar los contenidos mínimos, incluso se llegan a tratar con profundidad algunos de mayor interés (Mason et al, 2013;Kuiper et al, 2015;Winquist y Carlson, 2014;González-Gómez, Jeong, Rodríguez y Cañada-Cañada, 2016).…”

Section: Motivos Para Implantar La Metodología Flipped Classroomunclassified

“…Distintos autores como Kuiper et al (2015) entre otros, destacan como positiva la experiencia porque personaliza e incrementa la interacción y tiempo de contacto entre alumnado y profesorado, enseña a los discentes a aprender de manera independiente, de una manera constructivista, los contenidos quedan archivados y pueden ser revisados a lo largo del tiempo y compromete al alumnado con su aprendizaje. Es una combinación equilibrada de instrucciones directas con un aprendizaje constructivista.…”

Section: Motivos Para Implantar La Metodología Flipped Classroomunclassified

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Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio

Belmonte¹,

Sánchez²,

Cabrera³

et al. 2019

REP

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Section: Motivos Para Implantar La Metodología Flipped Classroomunclassified

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Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio

Belmonte¹,

Sánchez²,

Cabrera³

et al. 2019

REP

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“…One of the key benefits with these approaches, as opposed to traditional lectures, is the focus on students' engagement, participation and conceptual understanding. As such, the teacher may facilitate students' collective efforts to become participants in the mathematical problem-solving community (Kuiper, Carver, Posner, & Everson, 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level

Fredriksen

2020

Int J of Sci and Math Educ

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Flipped classroom (FC) pedagogical frameworks have recently gained considerable popularity, especially at secondary school levels. However, there are rich opportunities to explore FC at tertiary levels, but progress on the area requires instructors' attention to well-designed tasks for students' collaborative learning. Realistic Mathematics Education (RME) provides a foundation for the development of such tasks. This article advances research on the role of task design in a FC context by considering how RME heuristics may be developed to include the out-of-class phase, where students prepare for in-class work with videos. This adaption, named flipped RME classroom design, is explored through two realizations of such a design with a group of computer engineering students during their first year of studying compulsory mathematics. Thematic analysis of the classroom observations shows that students' modelling activity in-class is supported by the design of an out-of-class component in combination with teacher guidance of students' modelling activity.

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“…Codes were assigned to pieces of data (i.e., the benefits and challenges reported in the reviewed studies). Thanks to previous efforts in flipped classroom research, we were able to adopt the frameworks by Kuiper et al (2015) and Betihavas et al (2016) as our initial analytic frameworks for benefits and challenges, respectively. Despite the large amount of data to be analyzed, these established frameworks made our research synthesis easier.…”

Section: Research Synthesismentioning

confidence: 99%

Systematic Reviews in Educational Research

2020

177

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Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning

Cited by 27 publications

References 3 publications

Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio

Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio

Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level

Systematic Reviews in Educational Research

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