Using 3DClass To Flip Biochemistry Classroom

T. Silva, E. Galembeck

Resumo


The flipped classroom inverts traditional teaching methods, in order to have studentsprepared for topics and techniques covered in the following meeting. This approach wasadopted in a biochemistry course taught to biology freshmen students at the University ofCampinas, using a Virtual Learning Environment called 3DClass. Before each classroomsession, a quiz was delivered covering the following topic and students were allowed totake quizzes as many times as they wanted. This approach was utilized in order to betterprepare students in classes and to perform lab experiments. Every student attempt wasrecorded in a database. Before each classroom session, the instructors were provided witha summary of the class answers, highlighting questions where students had more difficultyand the ones that scored higher. This kind of information was helpful to design activities tocover the topics where students had more difficulties. Based on the 3DClass records thestudents behaviors were mapped, such as students taking the quizzes seriously, studentsguessing, students answering a quiz until scoring 100%, students that continue answeringafter scoring 100% in order to increase their grades, students that never score 100%.However, the most relevant information 3DClass brought us was the possibility to identifystudent’s confidence in their answers, which could be observed by the analysis of theirattempts for each question. If they had made different choices each try, it would haveindicated a low confidence level, while always providing the same answer indicated ahigher confidence level, even whilst picking incorrect answers. This experiment haverevealed that students coming to the classroom better prepared reflected positively on thedeveloped activities, but the number of students taking the quizzes seriously were not asgreat as we had expected, indicating that more actions should be taken to improvestudents engagement with these activities.


Palavras-chave


flipped classroom, VLE, biochemistry education

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DOI: https://doi.org/10.16923/reb.v12i1.353

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