Active methodologies among secondary STEM teachers
Use and perceptions
DOI:
https://doi.org/10.37467/revhuman.v11.3860Keywords:
Active methodologies, Perception, STEM, Secondary teachers, Traditional methodology, Learning, Teacher trainingAbstract
Active methodologies are excellent tools for improving the development of skills, as well as student learning. The perceptions and the use that 92 secondary education teachers of the Valencian Community (Spain) manifested in a questionnaire after having carried out training in them are collected. The results allow us to verify that, although there is an increase in use and an improvement in perceptions, there is still considerable resistance to change among this group of teachers. They find disadvantages such as considering them very demanding over time and are sceptical about the real learning of students.
References
Aguilera-Ruiz, C., Manzano-León, A., Martínez-Moreno, I., del Carmen Lozano-Segura, M., & Yanicelli, C. C. (2017). El modelo flipped classroom. International Journal of Developmental and Educational Psychology, 4(1), 261-266. https://doi.org/10.17060/ijodaep.2017.n1.v4.1055 DOI: https://doi.org/10.17060/ijodaep.2017.n1.v4.1055
Álvarez-Herrero, J. F. (2021). Metodologías activas en la formación del profesorado universitario. Transformación e innovación de los procesos de enseñanza-aprendizaje. En C. Romero y O. Buzón (Coords.), Innovación e investigación docente en educación: experiencias prácticas (pp. 2178-2197). Dykinson.
Álvarez-Herrero, J. F., & Antolí-Martínez, J. M. (2019). El uso de estrategias y metodologías activas con alumnado del grado en maestro en educación infantil como reflejo de su futura acción docente. En Libro de Actas REDES-INNOVAESTIC 2019 (pp. 132). ICE de la Universidad de Alicante.
Asunción, S. (2019). Metodologías Activas: Herramientas para el empoderamiento docente. Revista Tecnológica-Educativa Docentes 2.0, 7(1), 65–80. Recuperado a partir de: https://ojs.docentes20.com/index.php/revista-docentes20/article/view/27 DOI: https://doi.org/10.37843/rted.v7i1.27
Baro, A. (2011). Metodologías activas y aprendizaje por descubrimiento. Innovación y experiencias educativas, 1-11.
Benito, A., & Cruz, A. (2007). Nuevas claves para la Docencia Universitaria. Narcea.
Bonwell, C., & Eison, J. (1991). Active learning:creating excitement in the classroom. The George Washington University.
Borao, L., & Palau, R. F. (2016). Análisis de la implementación de Flipped Classroom en las asignaturas instrumentales de 4º Educación Secundaria Obligatoria. Edutec. Revista Electrónica De Tecnología Educativa, 55, a324. https://doi.org/10.21556/edutec.2016.55.733 DOI: https://doi.org/10.21556/edutec.2016.55.733
Calderon, M. I., & Passos, O. M. (2020). A Study on the Active Methodologies Applied to Teaching and Learning Process in the Computing Area. IEEE Access, 8, 219083-219097. http://doi.org/10.1109/ACCESS.2020.3036976 DOI: https://doi.org/10.1109/ACCESS.2020.3036976
Cañete, M. M., Fernández, E., & Díaz, M. (2022). Los proyectos son posibles. En D. Madrid y M. R. Pascual, Buenas prácticas en educación infantil (pp. 119-124). Dykinson. DOI: https://doi.org/10.2307/j.ctv2s0jc7r.14
Cascales, A., & Carrillo-García, M. E. (2018). Aprendizaje basado en proyectos en educación infantil: cambio pedagógico y social. Revista Iberoamericana de Educación, 76, 79-98. https://doi.org/10.35362/rie7602861 DOI: https://doi.org/10.35362/rie7602861
Cid, R., & González, D. (2020). Propuesta de intervención para la enseñanza de la Química en un curso superior de secundaria basada en la “clase invertida”. Sensos-E, 7(2), 72–85. https://doi.org/10.34630/sensose.v7i2.3643
Colomo-Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University Students’ Perception of the Usefulness of the Flipped Classroom Methodology. Education Sciences, 10(10), 275. http://dx.doi.org/10.3390/educsci10100275 DOI: https://doi.org/10.3390/educsci10100275
Crisol, E., & Caurcel, M. J. (2021). Active methodologies in physical education: perception and opinion of students on the pedagogical model used by their teachers. International Journal of Environmental Research and Public Health, 18(4), 1438. https://doi.org/10.3390/ijerph18041438 DOI: https://doi.org/10.3390/ijerph18041438
Crisol-Moya, E., Romero-López, M. A., & Caurcel-Cara, M. J. (2020). Active methodologies in higher education: perception and opinion as evaluated by professors and their students in the teaching-learning process. Frontiers in Psychology, 11, 1703. https://doi.org/10.3389/fpsyg.2020.01703 DOI: https://doi.org/10.3389/fpsyg.2020.01703
Gómez-García, G., Marín-Marín, J. A., Romero-Rodríguez, J. M., Ramos Navas-Parejo, M., & Rodríguez Jiménez, C. (2020). Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education. Nutrients, 12(8), 2210. http://dx.doi.org/10.3390/nu12082210 DOI: https://doi.org/10.3390/nu12082210
Gonçalves, D., Quadros-Flores, P., & Ramos, A. (2022). Technology and methodology: the “MADE BY THEM TO THEM” approach in early childhood. Digital Education Review, 41, 82-92. https://doi.org/10.1344/der.2022.41.82-92 DOI: https://doi.org/10.1344/der.2022.41.82-92
Guerrero-Romera, C., Sánchez-Ibáñez, R., Escribano-Miralles, A., & Vivas-Moreno, V. (2021). Active teachers’ perceptions on the most suitable resources for teaching history. Humanities and Social Sciences Communications, 8(1), 1-8. https://doi.org/10.1057/s41599-021-00736-7 DOI: https://doi.org/10.1057/s41599-021-00736-7
Hayati, M., & Syaikhu, A. (2020). Project-based learning in Media Learning Material Development for Early Childhood Education. Al-Athfal: Jurnal Pendidikan Anak, 6(2), 147-160. http://dx.doi.org./10.14421/al-athfal.2020.62-05 DOI: https://doi.org/10.14421/al-athfal.2020.62-05
Hernández-Serrano, M. J., & Muñoz-Rodríguez, J. M. (2020). Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers. Educar, 56(2), 369-386.https://doi.org/10.5565/rev/educar.1065 DOI: https://doi.org/10.5565/rev/educar.1065
Johnson, R. T., Johnson, D. W., & Holubec, E. J. (1999). El aprendizaje cooperativo en el aula. Paidós.
Labrador Piquer, M. J., & Andreu Andrés, M. (2008). Metodologías Activas. Editorial de la UPV.
Lev, S., Clark, A., & Starkey, E. (2020). Implementing project based learning in early childhood: Overcoming misconceptions and reaching success. Routledge. https://doi.org/10.4324/9780429243332 DOI: https://doi.org/10.4324/9780429243332
Luelmo, M. J. (2018). Origen y desarrollo de las metodologías activas dentro del Sistema educativo español. Encuentro Journal, 27, 4-21. DOI: https://doi.org/10.37536/ej.2018.27.1890
Meyer, C., & Jones, T. (1993). Promoting active learning: Strategies for the college classroom. Jossey- Bass.
Mingorance, Á. C., Granda, J., Rojas, G., & Alemany, I. (2019). Flipped classroom to improve university student centered learning and academic performance. Social Sciences, 8(11), 315. https://doi.org/10.3390/socsci8110315 DOI: https://doi.org/10.3390/socsci8110315
Moya-Mata, I., & Peirats, J. (2019). Aprendizaje basado en Proyectos en Educación Física en Primaria, un estudio de revisión. REIDOCREA, 8(2), 115-130. http://doi.org/10.30827/Digibug.58496 DOI: https://doi.org/10.30827/Digibug.58496
Muntaner, J. J., Pinya, C., & Mut, B. (2020). El impacto de las metodologías activas en los resultados académicos: un estudio de casos. Profesorado. Revista de currículum y formación del profesorado, 24(1), 96-114. http://doi.org/10.30827/profesorado.v24i1.8846 DOI: https://doi.org/10.30827/profesorado.v24i1.8846
Nielsen-Rodríguez, A., Romance, R., & Dobado-Castañeda, J. C. (2021). Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity. International Journal of Environmental Research and Public Health, 18(7), 3836. http://dx.doi.org/10.3390/ijerph18073836 DOI: https://doi.org/10.3390/ijerph18073836
Nopiyanti, I., Adjie, N., & Putri, S. U. (2020, diciembre). STEAM-PBL in Early Childhood Education: Optimization Strategies for Developing Communication Skills. En 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019) (pp. 81-86). Atlantis Press. https://doi.org/10.2991/assehr.k.201205.090 DOI: https://doi.org/10.2991/assehr.k.201205.090
Puspitasari, R. D., Herlina, K., & Suyatna, A. (2020). A Need Analysis of STEM-integrated Flipped Classroom E-module to Improve Critical Thinking Skills. Indonesian Journal of Science and Mathematics Education,3(2), 178-184. https://doi.org/10.24042/ijsme.v3i2.6121 DOI: https://doi.org/10.24042/ijsme.v3i2.6121
Quintanilha, L. F., Costa, G. N., & Coutinho, M. R. (2018). Medical student perceptions about active methodologies in the study of physiology in medical schools in Salvador, Brazil. Advances in Physiology Education, 42(4), 693-696. https://doi.org/10.1152/advan.00105.2018 DOI: https://doi.org/10.1152/advan.00105.2018
Roig-Vila, R. & Álvarez-Herrero, J. F. (2019). Repercusión en Twitter de las metodologías activas ABP, Flipped Classroom y Gamificación. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 79-96. https://doi.org/10.5944/ried.22.2.23272 DOI: https://doi.org/10.5944/ried.22.2.23272
Sosa, M. J., Guerra, J., & Cerezo, M. (2021). Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction. Education Sciences, 11(8), 416. http://dx.doi.org/10.3390/educsci11080416 DOI: https://doi.org/10.3390/educsci11080416
Tomas, L., Evans, N. S., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1), 1-22. https://doi.org/10.1186/s41239-019-0135-4 DOI: https://doi.org/10.1186/s41239-019-0135-4
Tsai, M. N., Liao, Y. F., Chang, Y. L., & Chen, H. C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38, 100747. https://doi.org/10.1016/j.tsc.2020.100747 DOI: https://doi.org/10.1016/j.tsc.2020.100747
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie, 35(1), 11-31. https://doi.org/10.1024/1010-0652/a000274 DOI: https://doi.org/10.1024/1010-0652/a000274
Wagner, M., & Urhahne, D. (2021). Disentangling the effects of flipped classroom instruction in EFL secondary education: When is it effective and for whom? Learning and Instruction, 75, 101490. https://doi.org/10.1016/j.learninstruc.2021.101490 DOI: https://doi.org/10.1016/j.learninstruc.2021.101490
Wei, X., Cheng, I., Chen, N. S., Yang, X., Liu, Y., Dong, Y., & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484. https://doi.org/10.1007/s11423-020-09752-x DOI: https://doi.org/10.1007/s11423-020-09752-x
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
