Data Science to Analyze the Flipped Classroom in the Educational Process of Geography
Article Sidebar
Main Article Content
Abstract
This mixed study was aimed to analyze the use of the flipped classroom with the support of the Padlet virtual wall in the geography course, considering data science. There were 28 participants from the O’Farril Irish School, high school, who took the geography course during the 2024 school year. This research was based on the descriptive and causal scope. The sample was non-probabilistic. The results indicate that the use of Padlet before, during and after the classes in the “Spatiality of the economic process and inequality” Unit 4 positively influenced the active role. Likewise, the machine learning algorithm on the decision tree identified 3 models on this virtual wall considering the profile of the students. In the geography course, the students at O’Farril Irish School used Padlet to submit the assignments, share the school activities on the Internet, facilitate the learning, and encourage the autonomy. In conclusion, the flipped classroom and Padlet transformed the role of the students in the geography course through the development of various school activities before, during and after the classes.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Ecos de la Academia retain copyright over their articles and grant Editorial UTN, through the journal, a non-exclusive, free-of-charge, worldwide licence for the publication, distribution, preservation, and dissemination of their articles in all formats and digital media.
The contents published by the journal are distributed under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence: https://creativecommons.org/licenses/by/4.0/
This licence allows users to copy, redistribute, remix, transform, and build upon the material in any medium or format, including for commercial purposes, provided that appropriate credit is given to the authors, Ecos de la Academia is cited, a link to the licence is included, and any changes made are indicated.
No legal terms or technological measures may be applied that restrict the uses permitted by the licence. This licence does not replace other rights that may apply, such as privacy, publicity, image, or moral rights.
How to Cite
References
Abreu, M. Dos, S., Dias, L. C. Da, C., & Oliveira, M. E. de S. (2024). Curadoria digital e decolonial de vídeos e podcasts na educação linguística em francês. Texto Livre, 17, e47937. https://doi.org/10.1590/1983-3652.2024.47937 DOI: https://doi.org/10.1590/1983-3652.2024.47937
Aguilera, D., & Vílchez-González, J. M. (2024). ¿De qué hablamos cuando hablamos de educación STEAM? Una revisión de experiencias educativas. Revista Fuentes, 26(2), 211-224. https://doi.org/10.12795/revistafuentes.2024.15412 DOI: https://doi.org/10.12795/revistafuentes.2024.15412
Candas, B., & Altun, T. (2024). Investigating flipped laboratory practices of science students teachers. Journal of Turkish Science Education, 20(1), 173-188. DOI: https://doi.org/10.36681/tused.2023.010
Chivai, C. H., Soares, A. A., & Catarino, P. (2024). Qubism 3D Modeling e GeoGebra: softwares adequados para promover a visualização 3D nos temas de projeção ortogonal e seção de cilindros. Texto Livre, 17, e49117. https://doi.org/10.1590/1983-3652.2024.49117 DOI: https://doi.org/10.1590/1983-3652.2024.49117
Chohan, A., Awad, J., Boudiaf, B., & Che-Ani, A. I. (2024). Digital age and art of teaching online design courses, a development of effective strategies for pandemic. Journal of Turkish Science Education, 21(2), 345-368. DOI: https://doi.org/10.36681/tused.2024.019
Estrada-Molina, O., & Fuentes-Cancell, D. R. (2024). El uso de ResearchGate y LinkedIn para elevar la motivación por la lectura académica: un estudio experimental: The educational use of ResearchGate and LinkedIn to develop motivation for academic reading: An experimental study. Revista Fuentes, 26(3), 292-304. https://doi.org/10.12795/revistafuentes.2024.24172 DOI: https://doi.org/10.12795/revistafuentes.2024.24172
Farida, F., Alamsyah, Y. A., Anggoro, B. S., Andari, T., & Lusiana, R. (2024). Validación de una Herramienta de Evaluación Basada en el Modelo Rasch para Medir la Resolución Creativa de Problemas en Estudiantes Mediante el Uso de TIC [Rasch Measurement Validation of an Assessment Tool for Measuring Students’ Creative Problem-Solving through the Use of ICT]. Pixel-Bit. Revista De Medios Y Educación, 71, 83-106. https://doi.org/10.12795/pixelbit.107973 DOI: https://doi.org/10.12795/pixelbit.107973
Fuentes, A., López, J., & Pozo, S. (2019). Análisis de la Competencia Digital Docente: Factor Clave en el Desempeño de Pedagogías Activas con Realidad Aumentada. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 17(2). https://doi.org/10.15366/reice2019.17.2.002 DOI: https://doi.org/10.15366/reice2019.17.2.002
Fuertes-Alpiste, M. (2024). Enmarcando las aplicaciones de IA generativa como herramientas para la cognición en educación [Framing Generative AI applications as tools for cognition in education]. Pixel-Bit. Revista De Medios Y Educación, 71, 42-57. https://doi.org/10.12795/pixelbit.107697 DOI: https://doi.org/10.12795/pixelbit.107697
Guerrero-Bocanegra, B. (2024). Acciones recomendadas por los estudiantes para la consecución exitosa de los estudios de grado a distancia. Revista Fuentes, 26(2), 147-158. https://doi.org/10.12795/revistafuentes.2023.23161 DOI: https://doi.org/10.12795/revistafuentes.2024.23161
Komarudin, K., & Suherman, S. (2024). Evaluación del conocimiento tecnológico pedagógico del contenido (TPACK) entre los profesores en formación: modelo de medición Rasch [An Assessment of Technological Pedagogical Content Knowledge (TPACK) among Pre-service Teachers: A Rasch Model Measurement]. Pixel-Bit. Revista De Medios Y Educación, 71, 59-82. https://doi.org/10.12795/pixelbit.107599 DOI: https://doi.org/10.12795/pixelbit.107599
Nunes, P. S., Nascimiento, M. M., Catarino, P., & Martins, P. (2020). Fatores que Influenciam o Uso de Software Educativo no Ensino de Matemática. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 18(3), 113-129. https://doi.org/10.15366/reice2020.18.3.006 DOI: https://doi.org/10.15366/reice2020.18.3.006
Ozkan, C., Cepni, S., Maratkyzy, N., Vural-Arslan, T., & Durak, S. (2024). A new perspective on STEM education: The possible contributions of architectural education. Journal of Turkish Science Education, 21(3), 599-619. DOI: https://doi.org/10.36681/tused.2024.032
Reinoso-Tapia, R., Galindo, S., Delgado-Iglesias, J., & Bobo-Pinilla, J. (2024). Flipped learning in a molecular biology course: pre-service teachers’ performance and perceptions. Journal of Turkish Science Education, 21(2), 232-253. DOI: https://doi.org/10.36681/tused.2024.013
Ribeiro-Filho, R. J., Cravino, J. P., & Lopes, J. B. (2023). Experiência Gamificada na Aula Remota de Matemática com a Plataforma Quizizz. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 21(3), 23-39. https://doi.org/10.15366/reice2023.21.3.002 DOI: https://doi.org/10.15366/reice2023.21.3.002
Ristanto, R. H., Kristiani, E., & Lisanti, E. (2022). Flipped classroom–digital game based learning (FC-DGBL): Enhancing genetics conceptual understanding of students in bilingual programme: Research Article. Journal of Turkish Science Education, 19(1), 332-352. DOI: https://doi.org/10.36681/tused.2022.124
Rodríguez-Gil, M. E., Sandu, B. M., & Santana-Perera, B. (2024). Percepciones de autoeficacia en docentes en formación en España: un estudio de caso de microenseñanza utilizando realidad virtual inmersiva [Self-efficacy beliefs in Spanish pre-service teachers. A microteaching case study using immersive virtual reality]. Pixel-Bit. Revista De Medios Y Educación, 71, 7-24. https://doi.org/10.12795/pixelbit.107712 DOI: https://doi.org/10.12795/pixelbit.107712
Silva, W. R., Fidelis, A. C., & Antonella, K. (2024). Laboratório virtual de pesquisa escolar com gramática: educação científica em aulas de língua materna. Texto Livre, 17, e47835. https://doi.org/10.1590/1983-3652.2024.47835 DOI: https://doi.org/10.1590/1983-3652.2024.47835
Trindade, L. N., & Barin, C. (2024). Tecnologias digitais no contexto do PROEJA: uma análise cienciométrica da produção de conhecimento. Texto Livre, 17, e52608. Recuperado de https://periodicos.ufmg.br/index.php/textolivre/article/view/52608 DOI: https://doi.org/10.1590/1983-3652.2024.52608
Viñoles-Cosentino, V., Sánchez-Caballé, A., & Esteve-Mon, F. M. (2022). Desarrollo de la Competencia Digital Docente en Contextos Universitarios. Una Revisión Sistemática. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 20(2), 1-12. https://doi.org/10.15366/reice2022.20.2.001 DOI: https://doi.org/10.15366/reice2022.20.2.001