Learning-oriented assessment in action: impact on students of physics for engineering

Pérez, Orlando E. González; Treviño, Jorge

doi:10.1007/s12008-019-00606-2

Cited by 4 publications

(3 citation statements)

References 52 publications

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“…También se reportaron otros beneficios aportados por el aula invertida a la formación integral de los alumnos en el área de Física, entre estos: a) propicia mayores niveles de motivación en el estudio de la asignatura (Bawaneh & Moumene, 2020), de autonomía en el aprendizaje y de interrelación positiva entre alumnos (Sun y Wu, 2016;Atwa et al, 2018), b) fomenta el desarrollo de habilidades de investigación (Atwa, 2016), de capacidad numérica (Basriyah, 2020) y de autoconcepto (Finkenberg & Trefzger, 2019), c) logra altos niveles de aceptación como método de enseñanza en los alumnos (Webster et al, 2016), especialmente en los que logran mayor rendimiento académico (González Pérez & Trevino, 2019). La mayoría de estos resultados de revisión concuerdan también con los obtenidos por Zainuddin et al (2019) y Amanah et al (2021).…”

Section: Discussionunclassified

Efectos del aula invertida en el rendimiento académico en cursos de Física: una revisión sistemática

Jiménez¹,

Ancona²

2023

EDMETIC

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En esta revisión sistema de intervención se analizó la evidencia existente sobre el efecto de la metodología de aula invertida (FC) en el rendimiento académico en cursos de Física de educación secundaria y universitaria. A partir de una búsqueda en cinco bases de datos y buscadores: Scopus, Web of Science (WOS), ERIC, Google Académico y Google Chrome, de un total de 425 registros inicialmente encontrados se seleccionaron 22 artículos para su revisión. En la mayoría de los estudios (n = 20), se evidenció una mayor ganancia de aprendizaje en los cursos de Fisica donde se implementó alguna modalidad de FC en comparación con aquellos donde se utilizó el método tradicional de enseñanza u otro enfoque. Además, se reportaron mejoras en la motivación, comprensión conceptual, habilidades tecnológicas, autonomía en el aprendizaje y autoconcepto, y un alto grado de aceptación del FC en el alumnado. En conclusión, la evidencia analizada sugiere que el aula invertida mejora significativamente el rendimiento académico en los cursos de Física.

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Section: Discussionunclassified

Efectos del aula invertida en el rendimiento académico en cursos de Física: una revisión sistemática

Jiménez¹,

Ancona²

2023

EDMETIC

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“…Previous researchers have argued that teaching styles impact students' learning performance (González Pérez and Trevino, 2019). In the culinary context, the development of professional culinary skills requires professional technicians to evaluate new ways of thinking about value creation-oriented competence and promote the practice of underdeveloped skills, which can help improve students' learning performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Culinary inheritance: a new paradigm of innovating knowledge teaching

Wu²,

Ku³

et al. 2022

JARHE

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PurposeThis study examines how professional technicians' teaching styles and students' learning readiness affect cooking skills performance in culinary inheritance.Design/methodology/approachThis study constructed a learning performance model from the situated cognition perspective using a sample of students at universities and vocational colleges on a professional technician course. A total of 4,000 questionnaires were mailed to students, of which 2,018 were returned.FindingsStudents regard technical professors as teaching experts and expect them to care for their learning, while professional technicians' knowledge sharing significantly increases students' learning performance. The findings provide insight into professional technicians' teaching styles for academics.Originality/valueThis study focuses on the situated cognition perspective and its correlation with students' learning performance and discusses professional technicians' knowledge sharing as an important influencing factor.

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“…Too often, particularly in the recent past, teachers act alone. This situation readily gives rise to problems relating to marker reliability and student discontent (González Pérez & Trevino, 2019). Self-assessment practices can be also used as a means of teachers sharing their power so that students exercise teachers' power for themselves.…”

Section: Introductionmentioning

confidence: 99%

Contributions and controversies of self-assessment to the development of writing skill

Zekarias

2023

J. Res. Instr.

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The current study investigated how self–assessment activity contributes to the development of EFL student writing skills. This study used qualitative and quantitative approaches to explore how in-service students develop their writing skill through this assessment. A total of 120 third-year students registered for taking writing course were purposively sampled. Pre and post intervention questionnaires were used to collect data from the all 120 subjects and focus group discussions were conducted with 10 subjects. Observation during the self-assessment activities was also among the tools used to collect data. The findings show that in-service students’ writing proficiencies can be improved through self-assessment activities. However, factors, including students’ awareness, their past practices and the difficulties related to the nature of writing can influence negatively on their performance.

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Learning-oriented assessment in action: impact on students of physics for engineering

Cited by 4 publications

References 52 publications

Efectos del aula invertida en el rendimiento académico en cursos de Física: una revisión sistemática

Efectos del aula invertida en el rendimiento académico en cursos de Física: una revisión sistemática

Culinary inheritance: a new paradigm of innovating knowledge teaching

Contributions and controversies of self-assessment to the development of writing skill

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