Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

Luong, Horace; Falkenberg, Thomas; Rahimian, M

doi:10.21432/cjlt27917

Cited by 2 publications

(1 citation statement)

References 56 publications

(98 reference statements)

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“…According to Longmuir [37], students who have utilized BBL within the educational setting have expressed a positive perception of the technology and have expressed a desire to utilize it again in subsequent learning experiences. Luong, Falkenberg, and Rahimian [38] discovered that the utilization of BBL methodologies results in a more organic learning experience and mitigates rote memorization by delivering information in a more captivating manner. Consequently, the mitigation of tension and the establishment of a serene ambiance significantly facilitate the process of acquiring knowledge.…”

Section: Brain-compatible Educationmentioning

confidence: 99%

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

2023

JEBI

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Brain-based learning (BBL) is grounded in an understanding of the structure and function of the brain, as well as empirical evidence derived from cognitive neuroscience research regarding optimal learning strategies for the brain. Educational programs that prioritize brain science in their curriculum and instructional methods are commonly referred to as "brain-based." The aim is to achieve efficient and expeditious education. As per the Education Reform, this particular approach is based on research that examines the brain's potential to restructure itself in order to enhance its capacity to retain and retrieve information while engaged in the process of learning. Enhancing one's capacity can be achieved through engaging in physical activity, maintaining a healthy diet, and effectively managing stress levels. The emotional state of an individual can also have an impact on their learning process. This study presents findings on the correlation between teachers' knowledge, beliefs, and frequency of implementation of brain-based learning strategies in primary Science classes. The research questions addressed in this paper are focused on determining the existence of such a correlation. The study comprised 207 educators from elementary schools in Croatia. The results suggest that educators at the primary level possess a sound understanding of brain-centered pedagogical approaches, yet they infrequently put them into practice. The educational process remains entrenched in a historically rooted paradigm that has not adequately shifted towards student-centered teaching. This is evidenced by the persistent employment of traditional, teacher-led instructional methods in elementary Science classrooms.

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Section: Brain-compatible Educationmentioning

confidence: 99%

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

2023

JEBI

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The Flipped Classroom Optimized Through Gamification and Team-Based Learning

Lopes,

Simões,

Lourenço

et al. 2024

Open Education Studies

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The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

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Students’ Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors

Cited by 2 publications

References 56 publications

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies

The Flipped Classroom Optimized Through Gamification and Team-Based Learning

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