Next Article in Journal
Challenges for Teaching Wireless Communications Standards at the Graduate Level
Previous Article in Journal
Integrating Undergraduate Research into Social Science Curriculum: Benefits and Challenges of Two Models
Open AccessArticle

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

1
Departamento de Ingeniería del Diseño, Escuela Politécnica Superior, Universidad de Sevilla, 41011 Sevilla, Spain
2
Departamento de Ingeniería Mecánica, Energética y de los Materiales, Universidad de Extremadura, 06006 Badajoz, Spain
3
Departamento de Didáctica de las Ciencias Experimentales y las Matemáticas, Facultad de Educación, Universidad de Extremadura, 06006 Badajoz, Spain
4
Departamento de Terapeútica Médico-Quirúrgica, Facultad de Medicina, Universidad de Extremadura, 06006 Badajoz, Spain
*
Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(4), 297; https://doi.org/10.3390/educsci9040297
Received: 30 October 2019 / Revised: 3 December 2019 / Accepted: 9 December 2019 / Published: 13 December 2019
Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students’ motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues. View Full-Text
Keywords: gamification; science education; technology education; flipped classroom; active learning methods; higher education gamification; science education; technology education; flipped classroom; active learning methods; higher education
Show Figures

Figure 1

MDPI and ACS Style

Zamora-Polo, F.; Corrales-Serrano, M.; Sánchez-Martín, J.; Espejo-Antúnez, L. Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom. Educ. Sci. 2019, 9, 297.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop