Examination of Students’ Engagement With R-SPQ-2f of Learning Approach in Flipped Sustainable Science Course

Abstract

The students’ engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students’ engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the “Atmospheric Pollution” course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students’ number reaching higher “deep approach” in their learning increased at the course end, while it can be observed that the students’ number marking “surface approach” below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students’ engagement in the flipped sustainable science education. Keywords: engagement, science learning, R-SPQ-2F, flipped-classroom, sustainable education, study approach.

Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey

“…Thus, Sterling (2001) indicated that its requirements for sustainability science education were related with human's potential realization and economic, social and ecological interdependence as educational culture change. In the educational and cultural setting, the procedures and resolutions of teachings focus on empowering learners along with dexterities, standards, evidence and a thinking-method, which execute as sustainability transformation delegates ( Fadeeva and Mochizuki, 2010 ; Jeong et al., 2019a , Jeong et al., 2019b ; Thomas, 2009 ). Sustainability science education is connected with knowledge performing and comprising the sustainability education principles though a confident examination part can connect with its specific methodologies, capabilities, competences and scientific and practical abilities ( Bacelar-Nicolau et al., 2009 ; González-G ómez and Jeong, 2018 ; Leal Filho et al., 2018 ).…”

Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

“…Engagement of students has been linked to positive learning outcomes [1,2]. Several factors influence students' engagement, such as emotional engagement, behavior, cognitive, or agentic elements [2][3][4][5]. One of the elements that can influence students' engagement is the level of studies and voluntarism.…”

El enfoque de aprendizaje en alumnos de máster: Análisis del cuestionario R-SPQ-2F en tres cursos académicos

“…En las escalas principales, los valores de enfoque profundo (DA) fueron superiores a los valores de enfoque superficial (SA) en todos los cursos y la diferencia superior a cero con solo 4 casos de estudiantes con valores SA superiores a DA (datos no mostrados). En general estos resultados concuerdan con los obtenidos en otros estudios donde los alumnos muestran un mayor enfoque profundo que superficial (Leung, Ginns and Kember, 2008;Emilia, Bloomfield and Rotem, 2012;Mogre and Amalba, 2014;Jeong et al, 2017). Los alumnos objeto de estudio pertenecen a una titulación de máster y se ha visto que la edad es un factor que influye en el enfoque de aprendizaje, mostrando los alumnos mayores enfoque más profundo que superficial (Zeegers, 2001;Richardson, 2013;Rubin et al, 2018).…”

“…Estudios realizados tampoco encuentran diferencias relacionadas con el género en el enfoque de aprendizaje del estudiante, aunque en algunos casos sí ligado a la edad (Richardson, 2013;Jeong et al, 2017). La distribución de los alumnos en función de los valores obtenidos en DA y SA (Figura 1) muestra que igual número de alumnos mostraron valores superiores al DA medio e inferiores al SA medio que alumnos con valores opuestos (DA inferior a la media y SA superior a la media) y menos alumnos con enfoques intermedios al igual que en otros estudios (Jeong et al, 2017). Esto que puede indicar que los alumnos se implican en la asignatura con un enfoque profundo o no se implican mostrando un enfoque superficial, pero no son tan frecuentes enfoques intermedios.…”

“…Se ha sugerido que la carga excesiva de trabajo, determinados sistemas de evaluación, estilos de enseñanza o la baja proporción profesorado/estudiante fomentan el aprendizaje superficial (Gow, Kember and Cooper, 1994), mientras que el entusiamo de los profesores, la retroalimentación a los estudiantes o la generación de un ambiente personal de aprendizaje fomentan el aprendizaje profundo (Sharma, 1997). Cambios en el entorno de aprendizaje, tales como cambiar las actividades en el aula (Hall, Ramsay and Raven, 2004) o el uso de la clase inversa (Jeong et al, 2017), pueden tener efectos positivos sobre el enfoque de aprendizaje profundo del estudiante;. En nuestro caso, la metodología utilizada parece que fomenta el enfoque profundo, pero son necesarios más estudios para ver su influencia en el aprendizaje y en las calificaciones.…”