Terrenghi Ilaria, Diana Barbara, Zurloni Valentino, Rivoltella Pier Cesare, Elia Massimiliano, Castañer Marta, Camerino Oleguer, Anguera M Teresa
"Riccardo Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy.
Catholic University of the Sacred Heart, Milan, Italy.
Front Psychol. 2019 Jun 26;10:1415. doi: 10.3389/fpsyg.2019.01415. eCollection 2019.
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.
由于快速的社会文化变革、数字媒体的纵向发展以及儿童和年轻人学习的新方式，教学如今正经历着一种新的核心地位。新的范式和教学方法正在涌现，以满足新的教育需求；其中，本研究选择了“情境学习片段”方法（意大利语为EAS）。这种方法大致指的是“翻转课堂”模式，在该模式中，课程结构颠倒了传统的教学/学习周期，对参与度和学习产生了积极影响。本研究旨在根据关于翻转课堂模式的文献，探讨EAS教学方法是否对学生参与度产生积极影响，重点关注其情感、认知和行为成分。具体而言，我们假设EAS教学方法会改变教师在课堂上的行为，增加他们在课堂上的动作和身体表达。此外，我们预计教师的自我效能感和积极情绪水平会更高，而感知焦虑水平会更低，从而提高学生的参与度。该研究在米兰的一所中学进行，涉及一个由16名学生和3名教师组成的班级。我们选择了一种准实验嵌套设计，这是一种混合方法，将定性和定量的数据收集与分析相结合，以便尽可能全面、有效和详尽地呈现所研究的现象。在为期8个月的实验期间，收集了学生和教师的前后测数据，包括视频记录、系统观察和问卷调查。这个研究项目可能会为参与者以及更广泛的社会带来积极成果，在这个社会中，辍学率正在上升。许多作者将学生参与度低与高辍学率积极联系起来；因此，致力于改进教学方法和学生参与度测量，可能是提高学习效果和反对辍学的有效途径。
