About this paper

Appears in:
Pages: 2819-2822
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0799

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

HOW TO IMPROVE THE STUDENTS’ AFFECTIVE DIMENSION WHEN LEARNING SCIENCE THROUGH A FLIPPED-CLASSROOM SETTING: A CASE STUDY

D. González-Gómez1, J.S. Jeong2, F. Cañada-Cañada1

1Universidad de Extremadura (SPAIN)
2Univerisdad Politécnica de Madrid (SPAIN)
Teaching science has always been a tough task for many professors mainly due to the little appealing that scientific contents have for the students. This is even more accentuated in humanistic disciplines at university levels, mostly because of the lack of enough scientific knowledge. This situation has a strong negative influence in the students’ affective dimension and also has adverse implication in the learning process. In order to ease the scientific content learning, this research explores the potentialities of implementing an inverted instruction or flipped methodology in a general science course, the sophomore of the Primary Education, the Training Teaching School of the University of Extremadura. The effectiveness of the instruction methodology was gauged in terms of its capacity of improving different positive emotions during the learning process. A total of 127 students participated in this study randomly arranged in two groups. A traditional-teaching setting was followed in the control group, while a flipped classroom setting was implemented in the experimental group. The students’ emotions felt while taking the general science course were assessed by means of different validated questionnaires, and results were quantitative and qualitative analyzed. Results show that following an inverted instruction methodology positively influenced the student’s affective dimension, fostering the positive emotions experienced while learning science and diminishing the negative one. According to the comments provided, this methodology helped them to increase their confidence and reduce their concern to learn complex scientific contents. These results were even more significant in those students having a weaker scientific background.
@InProceedings{GONZALEZGOMEZ2017HOW,
author = {Gonz{\'{a}}lez-G{\'{o}}mez, D. and Jeong, J.S. and Ca{\~n}ada-Ca{\~n}ada, F.},
title = {HOW TO IMPROVE THE STUDENTS’ AFFECTIVE DIMENSION WHEN LEARNING SCIENCE THROUGH A FLIPPED-CLASSROOM SETTING: A CASE STUDY},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.0799},
url = {http://dx.doi.org/10.21125/iceri.2017.0799},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {2819-2822}}
TY - CONF
AU - D. González-Gómez AU - J.S. Jeong AU - F. Cañada-Cañada
TI - HOW TO IMPROVE THE STUDENTS’ AFFECTIVE DIMENSION WHEN LEARNING SCIENCE THROUGH A FLIPPED-CLASSROOM SETTING: A CASE STUDY
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.0799
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 2819
EP - 2822
ER -
D. González-Gómez, J.S. Jeong, F. Cañada-Cañada (2017) HOW TO IMPROVE THE STUDENTS’ AFFECTIVE DIMENSION WHEN LEARNING SCIENCE THROUGH A FLIPPED-CLASSROOM SETTING: A CASE STUDY, ICERI2017 Proceedings, pp. 2819-2822.
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