团队合作
心理学
数学教育
主动学习(机器学习)
集合(抽象数据类型)
感知
背景(考古学)
元认知
批判性思维
合作学习
教育学
21世纪技能
教学方法
计算机科学
认知
生物
古生物学
人工智能
神经科学
程序设计语言
法学
政治学
作者
Jacqueline Forte-Celaya,Luis Ibarra,Leonardo David Glasserman Morales
标识
DOI:10.3390/educsci11100621
摘要
Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities’ qualities seemingly related to CTS enhancement.
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