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dc.contributor.authorTerrenghi, Ilaria
dc.contributor.authorDiana, Barbara
dc.contributor.authorZurloni, Valentino
dc.contributor.authorRivoltella, Pier Cesare
dc.contributor.authorElia, Massimiliano
dc.contributor.authorCastañer Balcells, Marta
dc.contributor.authorCamerino Foguet, Oleguer
dc.contributor.authorAnguera, M. Teresa
dc.date.accessioned2021-01-21T13:01:38Z
dc.date.available2021-01-21T13:01:38Z
dc.date.issued2019
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10459.1/70292
dc.description.abstractTeaching 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.ca_ES
dc.description.sponsorshipBD, VZ, MC, OC, and MTA gratefully acknowledge the support of the Spanish government subproject, Integration ways between qualitative and quantitative data, multiple case development, and synthesis review as main axis for an innovative future in physical activity and sports research (PGC2018-098742-B-C31) (Ministerio de Ciencia, Innovación y Universidades, Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema I+D+i), that is part of the coordinated project New approach of research in physical activity and sport from mixed methods perspective (NARPAS_MM) (SPGC201800X098742CV0). In addition, MC, OC, and MTA thank the support of the Generalitat de Catalunya Research Group [Grup de Recerca i Innovació en Dissenys (GRID), Tecnología i aplicació multimedia i digital als dissenys observacionals] (grant number 2017 SGR 1405).ca_ES
dc.language.isoengca_ES
dc.publisherFrontiers Mediaca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.3389/fpsyg.2019.01415ca_ES
dc.relation.ispartofFrontiers in Psychology, 2019, vol. 10, a1415ca_ES
dc.rightscc-by (c) Terrenghi et al., 2019ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectFlipped classca_ES
dc.subjectEASca_ES
dc.subjectObservationca_ES
dc.titleEpisode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroomca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec032741
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2019.01415


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cc-by (c) Terrenghi et al., 2019
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