Department of Mathematics and Social Sciences Teaching, University of Murcia, Murcia, Spain.
Department of Evolutionary and Educational Psychology, University of Murcia, Murcia, Spain.
PLoS One. 2020 Jul 16;15(7):e0236083. doi: 10.1371/journal.pone.0236083. eCollection 2020.
Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.
近年来，教师培训迎来了新的方法学发展。技术资源和移动连接在这些研究中发挥着重要作用。同时，游戏化和翻转课堂策略也越来越受到关注，以提高学习的投入度和积极性。本文展示了一项针对未来小学教育教师的培训计划的成果，该计划使用了游戏化和翻转课堂策略和技术，旨在使受训教师获得提出创新教学单元的能力。通过问卷调查收集了教师的感知，并用设计的教学单元观察量表对学习效果进行评估。该计划在穆尔西亚大学（西班牙）的四个课堂小组（N = 210）中实施。展示了描述性统计数据；均值检验（学生 t 检验和单因素方差分析）；非参数检验（U-Mann Whitney 检验）；以及子量表之间的 Pearson 相关性。数据显示，对培训计划中所取得的学习成果和应用的策略评价非常积极。学习成果令人满意，尽管低于预期。讨论了班级群体和性别之间的一些差异，并指出了该计划的一些弱点。
