Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom

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Data de publicació
2019Autor/a
Terrenghi, Ilaria
Diana, Barbara
Zurloni, Valentino
Rivoltella, Pier Cesare
Elia, Massimiliano
Anguera, M. Teresa
Citació recomanada
Terrenghi, Ilaria;
Diana, Barbara;
Zurloni, Valentino;
Rivoltella, Pier Cesare;
Elia, Massimiliano;
Castañer Balcells, Marta;
...
Anguera, M. Teresa.
(2019)
.
Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom.
Frontiers in Psychology, 2019, vol. 10, a1415.
https://doi.org/10.3389/fpsyg.2019.01415.
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Teaching is now experiencing a new centrality due to the fast socio-cultural
transformations, the vertical growth of digital media and, therefore, the new ways
children and young people learn. New paradigms and teaching methodologies are
emerging to meet the new educational needs; among them, the “Episodes of
Situated Learning” approach (EAS in Italian) was chosen for this study. This approach
broadly refers to the “Flipped Class” model, in which the lesson structure reverses
the traditional teaching/learning cycle with a positive outcome on engagement and
learning. The present study aims to explore whether the EAS teaching methodology,
according to literature about the Flipped Class model, has a positive outcome on
student engagement, focusing on its emotional, cognitive and behavioral components.
In particular, we hypothesize that the EAS teaching methodology changes teachers’
behavior in classroom, increasing their movements and body expression during the
lesson. Moreover, we expect higher levels of self-efficacy and positive emotions
and lower levels of perceived anxiety in teachers, thus improving students’ level of
engagement. The research was conducted in a secondary school, in Milan, and includes
a classroom of sixteen students and three teachers. We chose a quasi-experimental
nested design, a mixed-method approach that combines the qualitative and quantitative
collection and analysis of data, in order to reach, as far as possible, a holistic,
effective and exhaustive representation of the studied phenomenon. Pre-post measures,
including video-recording, systematic observation and questionnaires, of both students
and teachers were collected during the 8 months of experimentation. This research
project could foster positive outcomes for participants as well as the broader society,
in which school dropout is increasing. Many authors positively associate low levels of
students’ engagement to high rates of school dropout; for this reason, working on
improving teaching methodologies and students’ engagement measurement, could be
an effective way to enhance learning and opposing school dropout.
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