About this paper

Appears in:
Pages: 579-584
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0210

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

A COMPUTER-AIDED BLENDED LEARNING TOOLBOX TO REINFORCE NUMERICAL CONCEPTS FOR SCIENCE EDUCATION IN A FLIPPED-CLASSROOM ENVIRONMENT

J.S. Jeong, D. González-Gómez

Universidad de Extremadura (SPAIN)
The learning process is not only strived on the students’ cognitive factors, but also other factors such as the students’ affective domain or self-efficacy beliefs must be considered in order to reach a significant learning. Regarding of students’ self-efficacy beliefs, different studies have already reported to be an important mediator of students’ learning behaviors and the amount of effort they attribute to learning. Self-efficacious students will be more likely to perform more challenging activities and preserver in difficult situations. Thus, this research aims to assess the influence of undertaking a flipped-classroom strategy in the students’ self-efficacy toward learning science. The study was conducted in a General Science course at the Teaching Training School of the University of Extremadura. Self-efficacy students’ beliefs were collected before starting the course (pre-test) and after the course was completed (post-test) using a previously validated questionnaire. The results obtained in this research suggest that the flipped classroom teaching methodology is an appropriate strategy to improve the students’ self-efficacy beliefs towards science not only in scientific skills but also providing more confidence in their ability to use science.
@InProceedings{JEONG2019ACO,
author = {Jeong, J.S. and Gonz{\'{a}}lez-G{\'{o}}mez, D.},
title = {A COMPUTER-AIDED BLENDED LEARNING TOOLBOX TO REINFORCE NUMERICAL CONCEPTS FOR SCIENCE EDUCATION IN A FLIPPED-CLASSROOM ENVIRONMENT},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.0210},
url = {http://dx.doi.org/10.21125/edulearn.2019.0210},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {579-584}}
TY - CONF
AU - J.S. Jeong AU - D. González-Gómez
TI - A COMPUTER-AIDED BLENDED LEARNING TOOLBOX TO REINFORCE NUMERICAL CONCEPTS FOR SCIENCE EDUCATION IN A FLIPPED-CLASSROOM ENVIRONMENT
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.0210
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 579
EP - 584
ER -
J.S. Jeong, D. González-Gómez (2019) A COMPUTER-AIDED BLENDED LEARNING TOOLBOX TO REINFORCE NUMERICAL CONCEPTS FOR SCIENCE EDUCATION IN A FLIPPED-CLASSROOM ENVIRONMENT, EDULEARN19 Proceedings, pp. 579-584.
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