Full text
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| Author(s): |
Thanuci Silva
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Instituto de Biologia |
| Defense date: | 2018-03-26 |
| Examining board members: |
Eduardo Galembeck;
Vera Maria Treis Trindade;
Claudio Chrysostomo Werneck;
Armindo Antonio Alves;
Gildo Girotto Júnior
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| Advisor: | Eduardo Galembeck |
| Abstract | |
Given the interdisciplinary trait that Biochemistry acquired regarding concepts and experiments over the years, becoming integrated with Chemistry, Mathematics, and Molecular Biology, scientific societies warned the need of changes in this course teaching. Changes that come from its methodologies until the core concepts taught. In this sense, we planned, developed and evaluated quizzes implemented in a biochemistry of proteins course running a flipped classroom methodology. Given the number of topics covered and the limited time for discussions and experiments performance, we proposed the use of quizzes to allow instructors the identification of students first difficulties and to give students the opportunity to bring relevant questions to the classroom. Furthermore, we aimed to identify the different students¿ approaches to learning when subjected to the quizzes, to draw the correlation between its use and students performance on exams. To do so, we applied validated quizzes outside the class, one week before the content was taught. We used a Virtual Learning Environment called 3D Class to deliver the quizzes, which has a complete database of students' behavior. During the application, we observed different students' approaches taking the quizzes. Thus, to estimate the implications of the quizzes on students' performance, we first identified the different approaches to learning used by them according to the framework described by Biggs (1988). Then, through a multivariate cluster analysis called K-means, we grouped the students into four learning strategies: Surface, Deep, Achievement, and Multi-strategic. The descriptive and inferential statistical analysis of the data showed that the quizzes had different impacts on students' performance depending on the strategy used by them. To students identified as Surface, it played a positive role only in those topics where simplistic cognitive abilities were more abundant. For students of the Deep strategy, the quizzes played a positive role in those topics in which more complex abilities were privileged. For those students identified as Achievement, the good performance in the exams seems to be more related to their motivation to achieve higher grades and to compete with peers than with the quizzes themselves. Finally, those students who did not present a defined strategy were those in which the quizzes played a greater positive role in the performance in the course partial exams (AU) | |
| FAPESP's process: | 14/24432-0 - Planning, development and learning evaluation of a flipped-classroom approach with game design elements in a lecture-experimental biochemistry class |
| Grantee: | Thanuci Silva |
| Support Opportunities: | Scholarships in Brazil - Doctorate (Direct) |