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240117s2018 xx |||||o 00| ||eng c |
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|a (DE-627)JST139359036
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|a (JST)44840595
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|a DE-627
|b ger
|c DE-627
|e rakwb
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|a eng
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|a Davenport, Casey E.
|e verfasserin
|4 aut
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|a Evolution in Student Perceptions of a Flipped Classroom in a Computer Programming Course
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|c 2018
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|a Text
|b txt
|2 rdacontent
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|a Computermedien
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|a Online-Ressource
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|a The "flipped classroom" pedagogical approach is used for a combined undergraduate and graduate computer programming course in meteorology. Details of how the course was flipped are discussed, as well as how student perceptions of the approach, which were gathered from qualitative feedback collected throughout the semester, evolved. Overall, students were largely supportive of using the flipped classroom and remained so throughout the semester. The availability of resources, including the textbook, online videos, and classroom collaboration, was cited as a key component of students being able to succeed. Working through assignments in a collaborative manner with the assistance of other students and the instructor also contributed to the majority of students perceiving the flipped classroom as being effective for their learning. A small number felt the approach was ineffective and expressed a desire for a lecture component; in fact, an increasing number of students identified a need for a brief lecture in class, particularly for more advanced programming topics covered toward the end of the semester. Although there were challenges for students, many felt that the flipped classroom improved their critical thinking skills and gave them confidence to apply computer programming as an analysis tool outside of the classroom.
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|a © 2018 National Science Teachers Association
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4 |
|a Applied sciences
|x Computer science
|x Computer programming
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| 650 |
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4 |
|a Education
|x Formal education
|x Pedagogy
|x Educational methods
|x Active learning
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| 650 |
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4 |
|a Social sciences
|x Communications
|x Speech
|x Spoken communication
|x Lectures
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| 650 |
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4 |
|a Education
|x Formal education
|x Pedagogy
|x Educational methods
|x Educational research
|x Student surveys
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| 650 |
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4 |
|a Environmental studies
|x Atmospheric sciences
|x Meteorology
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| 650 |
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4 |
|a Education
|x Formal education
|x Pedagogy
|x Teaching methods
|x Classroom techniques
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| 650 |
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4 |
|a Economics
|x Economic disciplines
|x Labor economics
|x Employment
|x Occupations
|x Educational personnel
|x Educators
|x Teachers
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| 650 |
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4 |
|a Behavioral sciences
|x Psychology
|x Cognitive psychology
|x Cognitive processes
|x Learning
|x Learning styles
|x Collaborative learning
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| 650 |
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4 |
|a Education
|x Formal education
|x Pedagogy
|x Curricula
|x College curricula
|x College science
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| 650 |
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4 |
|a Education
|x Educational resources
|x Instructional materials
|x Textbooks
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| 655 |
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4 |
|a research-article
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| 773 |
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8 |
|i Enthalten in
|t Journal of College Science Teaching
|d National Science Teachers Association
|g 47(2018), 4, Seite 30-35
|w (DE-627)34134513X
|w (DE-600)2067224-X
|x 19434898
|7 nnns
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| 773 |
1 |
8 |
|g volume:47
|g year:2018
|g number:4
|g pages:30-35
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4 |
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|u https://www.jstor.org/stable/44840595
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