Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/128813
Title: Synchronous Flipped Classroom implementation. Chemistry contents development: Introduction to inorganic compounds and their formulation and nomenclature
Other Titles: Implementació de la classe invertida síncrona. Desenvolupament de continguts propis de la Química: Introducció als compostos inorgànics i la seva formulació i nomenclatura
Author: Moreno Alamà, Anna
Director/Tutor: Giménez i Font, Xavier
Keywords: Mètodes actius
Compostos inorgànics
Nomenclatura
Treballs de fi de grau
Activity programs in education
Inorganic compounds
Nomenclature
Bachelor's thesis
Issue Date: Jan-2019
Abstract: Nowadays, the most common method used by the educational community when it comes to giving classes is the traditional method, where the student must listen to the teachers’ explanations for most of the school hours and then do exercises, and get prepared to pass an exam, at home without teachers’ help. In a nutshell, the traditional method focuses on the figure of the teacher and not on the students. Recent developments in cognitive science show that oral transmission of knowledge is the less efficient learning technique, so that it is imperative to seek alternative teaching methods. Active teaching focuses on the students and makes them the protagonists. The Synchronous Flipped Classroom is based on working around the so-called worksheets; the student will have to answer the proposed questions, by consulting information on the same sheets or through the Internet and ask the teacher the doubts arisen. The content of the WS becomes the critical element of this study. It is essential to adapt the new material to the level of the course and the maturity of the students, in order not to be dense and entail difficulties derived from a sophisticated language. In this work, the teaching material for 1st year High School class on the topic “Introduction to inorganic compounds and their formulation and nomenclature” has been prepared. The present study consists in developing and implementing the WS in two classes of the same High School, with the expectation that students will play an active role in class and encourage teamwork. Thanks to the daily follow-up of both groups, the evaluable material and the surveys, we will be able to extract a series of conclusions that will allow us to improve the teaching material and verify if the students have correctly assimilated the concepts, as well as if there is an improvement of their academic performance
Note: Treballs Finals de Grau de Química, Facultat de Química, Universitat de Barcelona, Any: 2019, Tutor: Xavier Giménez Font
URI: http://hdl.handle.net/2445/128813
Appears in Collections:Treballs Finals de Grau (TFG) - Química

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