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Dr. David González-Gómez
Extremadura University

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0 Active Learning
0 Chemistry Education
0 Flipped Classroom
0 Science Education
0 Sustainability Education

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Journal article
Published: 24 July 2021 in Talanta
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Polyphenols are bioactive substances of vegetal origin with a significant impact on human health. The assessment of polyphenol intake and excretion is therefore important. In this work, a new electrochemical approach based on molecularly imprinted polymer extraction and preconcentration, combined with a disposable carbon screen-printed sensor and adsorptive transfer differential pulse voltammetry detection has been proposed for quantifying of 4-hydroxyphenylacetic acid (4-HPA), which is a biomarker of flavan-3-ols intake, and other phenolic acids. The simple experimental performance has allowed the rapid data collection with relevant information about the profile of catabolites extracted. The method was validated over a concentration range of 10–200 mg L−1, R2 > 0.999. In the optimized conditions, the recovery value was 94% with RSD 8%. The limits of detection and quantification were 2.38 mg L−1 and 7.21 mg L−1, respectively. The method was validated by means of a chromatographic method, being the differences between the values of the 4-HPA concentrations obtained by both methods under 1%. The proposed method showed high recoveries, low detection limit, and good accuracy, providing a fast, reliable, and cheap procedure to quantify phenolic metabolites in urine, and representing therefore a good and interesting alternative method. Also, the procedure offers other advantages, including the miniaturization, the low use of organic solvents, the ability to analyse small volumes of samples, in situ analysis and simple instrumentation requirement.

ACS Style

M. Mora-Granados; A.G. Crevillen; D. González-Gómez; A. Gallego-Picó. Disposable electrochemical sensor combined with molecularly imprinted solid-phase extraction for catabolites detection of flavan-3-ol in urine samples. Talanta 2021, 235, 122734 .

AMA Style

M. Mora-Granados, A.G. Crevillen, D. González-Gómez, A. Gallego-Picó. Disposable electrochemical sensor combined with molecularly imprinted solid-phase extraction for catabolites detection of flavan-3-ol in urine samples. Talanta. 2021; 235 ():122734.

Chicago/Turabian Style

M. Mora-Granados; A.G. Crevillen; D. González-Gómez; A. Gallego-Picó. 2021. "Disposable electrochemical sensor combined with molecularly imprinted solid-phase extraction for catabolites detection of flavan-3-ol in urine samples." Talanta 235, no. : 122734.

Journal article
Published: 27 April 2021 in Journal of Technology and Science Education
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In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of “happiness”, “satisfaction” and “fun” are significantly increased after the intervention. At the same time, some negative emotions, such as “nervousness”, “frustration” and “worry” also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.

ACS Style

Félix Yllana Prieto; Jin Su Jeong; David González-Gómez. Virtual escape room and STEM content: Effects on the affective domain on teacher trainess. Journal of Technology and Science Education 2021, 11, 331 -342.

AMA Style

Félix Yllana Prieto, Jin Su Jeong, David González-Gómez. Virtual escape room and STEM content: Effects on the affective domain on teacher trainess. Journal of Technology and Science Education. 2021; 11 (2):331-342.

Chicago/Turabian Style

Félix Yllana Prieto; Jin Su Jeong; David González-Gómez. 2021. "Virtual escape room and STEM content: Effects on the affective domain on teacher trainess." Journal of Technology and Science Education 11, no. 2: 331-342.

Journal article
Published: 12 March 2021 in Mathematics
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Due to the learning difficulties in mathematics education, a new teaching methodology have been proposed for its improvement. Difficulties in mathematics learning indicate that students are not able to properly deal with resolving calculations and/or problems. This research examines the evolution of the attitudes of pre-service teachers’ (PSTs) toward mathematics learning when an open calculation based on numbers (OCN) method was followed in a flipped classroom. It was conducted in a general mathematics course, Primary Education bachelor’s degree during the course of 2019/2020. A total of 143 students participated in the study (230 students enrolled), with a pre- and post-test survey questionnaire. Based on the analysis of survey questionnaires, the obtained results demonstrated that the attitudes (own beliefs and conceptions (OB), positive (ATP), and negative (ATN) attitudes) of PSTs improved positively after completing the flipped-OCN method toward mathematics learning. Regarding the statistical analyses, all questions had a significant difference that showed the influence of the flipped-OCN method, improving the PSTs attitudes toward mathematics learning (p < 0.005). According to the structural equation modeling—partial least squares (SEM-PLS) analysis, it demonstrated that the components relation effects of OB, ATP, and ATN of PSTs toward mathematics learning, and the influence of their educational background. Finally, with the principal component analysis (PCA), it can be found out that the science and technology background were positively correlated after the flipped-OCN method comparing with the rest of PSTs. The influence of the proposed method indicated a significant improvement in these components. Therefore, the results concluded that this study allowed to draw a promising tendency about the PSTs’ attitudes toward mathematics learning with the OCN method in the flipped classroom. Additionally, these outcomes could advance our comprehension of how to help pre-service education for teachers’ enhancement and maturity of positive attitudes about themselves as future teachers. Then, it would be a fundamental piece in building logical and critical thinking and development for children.

ACS Style

Jin Jeong; David González-Gómez. Flipped-OCN Method in Mathematics Learning to Analyze the Attitudes of Pre-Service Teachers. Mathematics 2021, 9, 607 .

AMA Style

Jin Jeong, David González-Gómez. Flipped-OCN Method in Mathematics Learning to Analyze the Attitudes of Pre-Service Teachers. Mathematics. 2021; 9 (6):607.

Chicago/Turabian Style

Jin Jeong; David González-Gómez. 2021. "Flipped-OCN Method in Mathematics Learning to Analyze the Attitudes of Pre-Service Teachers." Mathematics 9, no. 6: 607.

Journal article
Published: 18 February 2021 in Education Sciences
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The position of universities is of great importance in climate change education (CCE) if the scientific, environmental, social, and political challenges the world confronts are to be met. It is, therefore, crucial to comprehend the CCE being engaged in globally by higher education institutions (HEIs). It is also important to discover and analyze the ways that HEIs can better address this challenge. Consistent with the requirements of research, this study offers an analysis of climate change awareness-raising of preservice teachers (PSTs) in a university science classroom with a flipped class intervention. A total of 109 students participated in this research: 55 students in the control group (Group 1) and 54 students in the experimental group (Group 2). A questionnaire was used to detect any significant difference in the students’ awareness of climate change for the two groups and before and after course completion. The analyzed results exposed the improved awareness of climate change in PSTs after a flipped class intervention, and, therefore, PSTs were more willing to engage in climate change teaching. Hence, the results of this study will contribute significantly to reducing existing drawbacks, which will be vital to comprehend the professional teaching developments of preservice teachers. Thus, this research can offer various instances of clarifying how climate change education may be placed in a higher science education context with certain adaptations.

ACS Style

Jin Jeong; David González-Gómez; María Conde-Núñez; José Sánchez-Cepeda; Félix Yllana-Prieto. Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment. Education Sciences 2021, 11, 78 .

AMA Style

Jin Jeong, David González-Gómez, María Conde-Núñez, José Sánchez-Cepeda, Félix Yllana-Prieto. Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment. Education Sciences. 2021; 11 (2):78.

Chicago/Turabian Style

Jin Jeong; David González-Gómez; María Conde-Núñez; José Sánchez-Cepeda; Félix Yllana-Prieto. 2021. "Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment." Education Sciences 11, no. 2: 78.

Journal article
Published: 09 February 2021 in Applied Sciences
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Studies for monitoring the bioavailability of dietary flavonoid compounds generate great interest. Among them, low-molecular-weight phenolic acids, secondary metabolites present in colonic catabolism and urinary excretion, have been proposed as biomarkers of polyphenol intake. Using 4-hydroxyphenylacetic acid as a template, a molecularly imprinted polymer (MIP) was synthesized for selective extraction of these hydroxylated metabolites from human urine samples and posterior analysis in an HPLC-DAD-MS system. Polymers were characterized by Scanning electron microscopy (SEM), Attenuated total reflection-Fourier transform infrared spectroscopy (ATR-FTIR), Brunauer-Emmett-Teller (BET) method, and binding experiments. MIP presents specific recognition ability for template and analogues molecules. This capacity of recognition and the pH dependence of the binding strength was also studied. The method was validated over a concentration range of 0.25–40 mg/L, r2 > 0.995. In the optimized conditions, the recovery value was 94% with RSD 1.2%. The Limit of Detection (LOD) and Limit of Quantification (LOQ) were 1.22 and 3.69 mg/L, respectively. In our knowledge, it is the first time that this methodology is applied to analyze urinary catabolites of the polyphenol compound and to provide a specific method and simple analysis alternative. The selective extraction of these metabolites improves the application and results obtained by other less sensitive analysis methods than the validation method. It also facilitates the development of new screening methods.

ACS Style

Marco Mora-Granados; David González-Gómez; Jin Jeong; Alejandrina Gallego-Picó. A Molecularly Imprinted Polymer for Selective Extraction of Phenolic Acids from Human Urine. Applied Sciences 2021, 11, 1577 .

AMA Style

Marco Mora-Granados, David González-Gómez, Jin Jeong, Alejandrina Gallego-Picó. A Molecularly Imprinted Polymer for Selective Extraction of Phenolic Acids from Human Urine. Applied Sciences. 2021; 11 (4):1577.

Chicago/Turabian Style

Marco Mora-Granados; David González-Gómez; Jin Jeong; Alejandrina Gallego-Picó. 2021. "A Molecularly Imprinted Polymer for Selective Extraction of Phenolic Acids from Human Urine." Applied Sciences 11, no. 4: 1577.

Journal article
Published: 20 January 2021 in Sustainability
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The use of active and flipped methodologies has increased in recent years. Here, gamification uses typical elements of a game in different contexts, including that of education. Specifically, Escape Room games used as educational tools have potential for teaching–learning, and they can be beneficial because they can improve students’ motivation and emotions toward learning. This is particularly valuable in science, technology, engineering and mathematics (STEM) courses, where the cognitive factor and multidimensional domain are closely connected. This research presents an online-based Edu-Escape Room with science and sustainability contents as an educative tool in a STEM course. With the intervention proposed, we analyze how this tool influences the multidimensional domain (attitudes, self-efficacy and emotions) of pre-service teachers (PSTs). According to attitude and self-efficacy analysis, it is observed that most of the items analyzed show an increase in self-efficacy and more positive attitudes after the intervention. In particular, Question 11 (Q11) indicates a significant difference. Concerning the results for emotion, the positive emotions “joy”, “satisfaction” and “fun” are significantly increased after the intervention. However, the negative emotions “nervousness”, “frustration” and “concern” also increase, partly due to the game characteristics. The proposed activity had a medium effect on items with significant differences except for the emotion “frustration”, where the intervention had a large effect according to effect size (ES) analysis. According to the principal component analysis (PCA), the attitudes, self-efficacy and emotions of the PSTs are positively correlated, and the influence of the proposed activity shows a significant improvement in these variables. Finally, the structural equation modeling partial least squares (SEM-PLS) analysis showed the effects that the instruction has on the PSTs’ emotions and also that they had a significant effect on the positive attitudes towards and self-efficacy in science. Therefore, there are multiple benefits in the multidimensional domain of PSTs of having implemented the proposed online-based Edu-Escape Room.

ACS Style

Félix Yllana-Prieto; Jin Su Jeong; David González-Gómez. An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents. Sustainability 2021, 13, 1032 .

AMA Style

Félix Yllana-Prieto, Jin Su Jeong, David González-Gómez. An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents. Sustainability. 2021; 13 (3):1032.

Chicago/Turabian Style

Félix Yllana-Prieto; Jin Su Jeong; David González-Gómez. 2021. "An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents." Sustainability 13, no. 3: 1032.

Journal article
Published: 29 November 2020 in Education Sciences
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The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.

ACS Style

Lina Melo; Florentina Cañada-Cañada; David González-Gómez; Jin Su Jeong. Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School. Education Sciences 2020, 10, 362 .

AMA Style

Lina Melo, Florentina Cañada-Cañada, David González-Gómez, Jin Su Jeong. Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School. Education Sciences. 2020; 10 (12):362.

Chicago/Turabian Style

Lina Melo; Florentina Cañada-Cañada; David González-Gómez; Jin Su Jeong. 2020. "Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School." Education Sciences 10, no. 12: 362.

Journal article
Published: 16 October 2020 in Education Sciences
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Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers’ (PSTs’) performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs’ standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs’ positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.

ACS Style

Jin Su Jeong; David González-Gómez; Félix Yllana Prieto. Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation. Education Sciences 2020, 10, 283 .

AMA Style

Jin Su Jeong, David González-Gómez, Félix Yllana Prieto. Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation. Education Sciences. 2020; 10 (10):283.

Chicago/Turabian Style

Jin Su Jeong; David González-Gómez; Félix Yllana Prieto. 2020. "Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation." Education Sciences 10, no. 10: 283.

Journal article
Published: 26 August 2020 in Heliyon
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Sustainable development in education is growing a public awareness and is gaining an increasing importance to improve a long-term learning program. However, a higher sustainability education is an initial phase as ever in many universities. E-learning systems in science education based on innovative information and Information and Communication Technologies (ICTs) have close relationship in effective long-standing learnings of sustainability and numerous criteria. Also, the technological challenge integrated to sustainability science education has been focused on e-learning programs, which can fill current educational niche. This paper presents a combined application, Fuzzy-DEcision-MAking Trial and Evaluation Laboratory/Multi-Criteria Decision Analysis (F-DEMATEL/MCDA) technique, identifying and analyzing e-learning systems' the most essential criteria for sustainability science education. The main criteria to accomplish this goal proposed are delineated, weighted, appraised and assigned into four groups such as sustainability, science education, e-learning and technology criteria. Sixteen sub-criteria were analyzed by the participatory F-DEMATEL technique on the basis of coefficients' value and computation in the context of impact and examination. For the final decision problem, the most important criteria are acquired with the help of Weighted Linear Combination (WLC) assessed by six implementation strategies' sensitivity analysis (A to F) and the sub-criteria by a professional online survey. Analysis on F-DEMATEL/MCDA shows sustainability criteria (Strategy A, 0.54 with 84% most likely and likely professional perception survey) that is the most essential criteria in sustainability and e-learning systems science education. Also, it indicates information environmental (0.57 with 77% most likely and likely professional perception survey) is the most essential variable among sub-criteria. Strategy F considering the most important criteria as equal (0.25) got 19% positively perception professional assessment. Consequently, fuzzy-operational and multi-decision analysis and professional survey could be utilized to find out the most essential sustainability science e-learning criteria that also could be engaged to make pliable and pertinent decision features.

ACS Style

Jin Su Jeong; David González-Gómez. Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey. Heliyon 2020, 6, e04706 .

AMA Style

Jin Su Jeong, David González-Gómez. Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey. Heliyon. 2020; 6 (8):e04706.

Chicago/Turabian Style

Jin Su Jeong; David González-Gómez. 2020. "Assessment of sustainability science education criteria in online-learning through fuzzy-operational and multi-decision analysis and professional survey." Heliyon 6, no. 8: e04706.

Journal article
Published: 25 May 2020 in Mathematics
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Mathematics education for sustainable development is perceived as a core keystone, although its concept is related to its typical issue of ecology and economy in the educational realm. Thus, through current information and communication technology (ICT) impacts, altering pedagogy is highly conflicted in teaching/learning mathematics. This research attempted to classify and investigate criteria for mathematics education with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method in the context of the system of flipped e-learning. In particular, the sustainable development of this research focus is in mathematics education in view of pre-service teachers (PSTs) adapting to their pedagogical changes. With the MCDA/F-DEMATEL, the main criteria and sub-criteria were selected after the consultation of a group of experts as follows: mathematics education, sustainable development, and flipped-e-learning technology criteria. Then, with fifteen sub-criteria, the definitive analyses results were gauged with simple additive weighting (SAW) along with their weight coefficients’ calculation, sensitivity analysis (i–v scenarios), and a professional survey. The results described as the most important criteria for adapting to PSTs pedagogical changes in sustainable mathematical education through a flipped e-learning system were the flipped e-learning technology criteria (scenario i), with an 83% positive perception by professionals’ survey; among its sub-criteria, information technology usage contents (0.43) was the most affected variable, with a 42% very likely perception. Scenario iii, which was the slightly more preferred criteria than mathematics education, got a 78% positive perception from professionals’ survey. Therefore, this proposed methodology could be employed to validate the most important sustainable mathematics with flipped e-learning criteria for adapting to PSTs’ pedagogical changes with corresponding education contexts in more long-term learning.

ACS Style

Jin Su Jeong; David González-Gómez. Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL. Mathematics 2020, 8, 858 .

AMA Style

Jin Su Jeong, David González-Gómez. Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL. Mathematics. 2020; 8 (5):858.

Chicago/Turabian Style

Jin Su Jeong; David González-Gómez. 2020. "Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL." Mathematics 8, no. 5: 858.

Chapter
Published: 24 February 2020 in Active Learning in College Science
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The results of many studies suggest that “inverted instruction,” also known as the “flipped classroom” (FC), offers an effective way of actively engaging students in their own learning and promises better outcomes in learning and attitudinal dimensions. In this chapter, we describe a study that explored students’ learning outcomes and perceptions as a consequence of implementing the inverted instruction method in a general science course for prospective teachers. In doing so, we undertook a comparative analysis of the outcomes of a mixed-ability group of students in an FC setting and a control group based in a traditional setting and contrasted them in terms of final course grades, examinations scores, laboratory performance, and other cognitive assessments, as well as attitudes toward the courses. The findings support previous studies demonstrating the positive effects of flipping on learning and attitudinal dimensions.

ACS Style

David González-Gómez; Jin Su Jeong. The Flipped Learning Model in General Science: Effects on Students’ Learning Outcomes and Affective Dimensions. Active Learning in College Science 2020, 541 -549.

AMA Style

David González-Gómez, Jin Su Jeong. The Flipped Learning Model in General Science: Effects on Students’ Learning Outcomes and Affective Dimensions. Active Learning in College Science. 2020; ():541-549.

Chicago/Turabian Style

David González-Gómez; Jin Su Jeong. 2020. "The Flipped Learning Model in General Science: Effects on Students’ Learning Outcomes and Affective Dimensions." Active Learning in College Science , no. : 541-549.

Journal article
Published: 30 November 2019 in Interactive Learning Environments
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ACS Style

David González-Gómez; Jin Su Jeong; Florentina Cañada-Cañada. Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments 2019, 1 -12.

AMA Style

David González-Gómez, Jin Su Jeong, Florentina Cañada-Cañada. Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments. 2019; ():1-12.

Chicago/Turabian Style

David González-Gómez; Jin Su Jeong; Florentina Cañada-Cañada. 2019. "Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment." Interactive Learning Environments , no. : 1-12.

Articles
Published: 29 June 2019 in Interactive Learning Environments
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Teaching science in higher education has traditionally consisted of delivering knowledge as lectures to students following a teacher-centered methodology. The flipped methodology known as inverted instruction can be used as an alternative approach providing a student-centered class. This contribution presents a comparison of two different instruction methodologies, Traditional Instruction Methodology (TIM) and Inverted Instruction Methodology (IIM), in terms of students’ perceptions and emotions in a science course. The results after applying various data analytics showed that the IIM had a significant influence in students’ perceptions toward the course and made classes more interactive. Besides, the IIM had a positive impact in students’ emotions self-reported during the course. In fact, the IIM made a promotion of positive emotions toward the course, particularly when students did not have a prior science educational background. That is especially relevant since the majority of students enrolled had not taken science subjects in the previous educational levels.

ACS Style

Jin Su Jeong; David González-Gómez; Florentina Cañada-Cañada. How does a flipped classroom course affect the affective domain toward science course? Interactive Learning Environments 2019, 29, 707 -719.

AMA Style

Jin Su Jeong, David González-Gómez, Florentina Cañada-Cañada. How does a flipped classroom course affect the affective domain toward science course? Interactive Learning Environments. 2019; 29 (5):707-719.

Chicago/Turabian Style

Jin Su Jeong; David González-Gómez; Florentina Cañada-Cañada. 2019. "How does a flipped classroom course affect the affective domain toward science course?" Interactive Learning Environments 29, no. 5: 707-719.

Journal article
Published: 31 May 2019 in Sustainability
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Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

ACS Style

Jin Su Jeong; David González-Gómez; Florentina Cañada-Cañada. Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme. Sustainability 2019, 11, 3079 .

AMA Style

Jin Su Jeong, David González-Gómez, Florentina Cañada-Cañada. Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme. Sustainability. 2019; 11 (11):3079.

Chicago/Turabian Style

Jin Su Jeong; David González-Gómez; Florentina Cañada-Cañada. 2019. "Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme." Sustainability 11, no. 11: 3079.

Journal article
Published: 27 May 2019 in Education Sciences
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In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

ACS Style

David González-Gómez; Jin Su Jeong. EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education. Education Sciences 2019, 9, 116 .

AMA Style

David González-Gómez, Jin Su Jeong. EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education. Education Sciences. 2019; 9 (2):116.

Chicago/Turabian Style

David González-Gómez; Jin Su Jeong. 2019. "EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education." Education Sciences 9, no. 2: 116.

Journal article
Published: 01 March 2019 in Journal of Technology and Science Education
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Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

ACS Style

Jin Su Jeong; David González-Gómez; Florentina Cañada-Cañada; Alejandrina Gallego-Picó; Juan Carlos Bravo. Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course. Journal of Technology and Science Education 2019, 9, 217 -227.

AMA Style

Jin Su Jeong, David González-Gómez, Florentina Cañada-Cañada, Alejandrina Gallego-Picó, Juan Carlos Bravo. Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course. Journal of Technology and Science Education. 2019; 9 (2):217-227.

Chicago/Turabian Style

Jin Su Jeong; David González-Gómez; Florentina Cañada-Cañada; Alejandrina Gallego-Picó; Juan Carlos Bravo. 2019. "Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course." Journal of Technology and Science Education 9, no. 2: 217-227.

Conference paper
Published: 01 November 2018 in ICERI2018 Proceedings
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ACS Style

David González-Gómez; Alejandrina Gallego-Picó; Jin Su Jeong; Florentina Cañada. PROMOTING POSITIVE EMOTIONS AND SELF-EFFICACY BELIEFS IN A DISTANCE LEARNING SCIENCE COURSE THROUGH ACTIVE-DISTANCE-BLENDED TEACHING METHODOLOGY. ICERI2018 Proceedings 2018, 8592 -8596.

AMA Style

David González-Gómez, Alejandrina Gallego-Picó, Jin Su Jeong, Florentina Cañada. PROMOTING POSITIVE EMOTIONS AND SELF-EFFICACY BELIEFS IN A DISTANCE LEARNING SCIENCE COURSE THROUGH ACTIVE-DISTANCE-BLENDED TEACHING METHODOLOGY. ICERI2018 Proceedings. 2018; ():8592-8596.

Chicago/Turabian Style

David González-Gómez; Alejandrina Gallego-Picó; Jin Su Jeong; Florentina Cañada. 2018. "PROMOTING POSITIVE EMOTIONS AND SELF-EFFICACY BELIEFS IN A DISTANCE LEARNING SCIENCE COURSE THROUGH ACTIVE-DISTANCE-BLENDED TEACHING METHODOLOGY." ICERI2018 Proceedings , no. : 8592-8596.

Journal article
Published: 01 November 2018 in Heliyon
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Density is one of the most misunderstood concepts amongst the most basic scientific ones, although it is studied even from the earlier academic stages. This is the reason teachers must know its implications as well as possible, including not only the classical definition or what students called "formula" (density is equal to mass divided by volume) but also the concept itself (that is, an intensive matter property). According to this concern, the current research focuses its interest in studying how different teaching methodologies have different outputs in the learning process of pre-service primary teachers. The main aim of this research is to compare the learning results of a control group (n = 84), where mainly oral-based expositions were used as the teaching instrument, with an experimental group (n = 109), where the main educative tool were laboratory activities. The results show statistically significant differences (p < 0.05) between both methodologies and reveal the existence of difficulties in the conceptual and experimental understanding of the concept of density. Although those students that were submitted to hands-on activities presented a significant better comprehension of the density idea, the persistence of misconceptions regarding this scientific relevant concept is also confirmed at university level.

ACS Style

Guadalupe Martínez-Borreguero; Francisco Luis Naranjo-Correa; Florentina Cañada Cañada; David González Gómez; Jesús Sánchez Martín. The influence of teaching methodologies in the assimilation of density concept in primary teacher trainees. Heliyon 2018, 4, e00963 .

AMA Style

Guadalupe Martínez-Borreguero, Francisco Luis Naranjo-Correa, Florentina Cañada Cañada, David González Gómez, Jesús Sánchez Martín. The influence of teaching methodologies in the assimilation of density concept in primary teacher trainees. Heliyon. 2018; 4 (11):e00963.

Chicago/Turabian Style

Guadalupe Martínez-Borreguero; Francisco Luis Naranjo-Correa; Florentina Cañada Cañada; David González Gómez; Jesús Sánchez Martín. 2018. "The influence of teaching methodologies in the assimilation of density concept in primary teacher trainees." Heliyon 4, no. 11: e00963.

Journal article
Published: 02 October 2018 in Education Sciences
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The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology.

ACS Style

Jin Su Jeong; Florentina Cañada-Cañada; David González-Gómez. The Study of Flipped-Classroom for Pre-Service Science Teachers. Education Sciences 2018, 8, 163 .

AMA Style

Jin Su Jeong, Florentina Cañada-Cañada, David González-Gómez. The Study of Flipped-Classroom for Pre-Service Science Teachers. Education Sciences. 2018; 8 (4):163.

Chicago/Turabian Style

Jin Su Jeong; Florentina Cañada-Cañada; David González-Gómez. 2018. "The Study of Flipped-Classroom for Pre-Service Science Teachers." Education Sciences 8, no. 4: 163.

Journal article
Published: 09 April 2018 in Educación Química
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Este trabajo evalúa como influye la metodología de enseñanza seguida sobre las emociones que experimentan un grupo de 126 estudiantes del Grado de Educación Primaria en el aprendizaje de contenidos científicos. El estudio se ha llevado a cabo durante el curso 2015/16 en la asignatura Didáctica de la Materia y la Energía impartida en el segundo curso del Grado de Educación Primaria de la Universidad de Extremadura. Se evalúa la influencia de la metodología seguida, en las emociones que tienen los estudiantes sobre el aprendizaje de contenidos de física y química, dependiendo de la modalidad de bachillerato cursada. Para este estudio se han comparado los resultados de una metodología de enseñanza tradicional, basada en la clase presencial, y los obtenidos al aplicar una metodología de enseñanza invertida o flipped-classroom. Esta última constituye un modo de aprendizaje en el cual se invierte el formato tradicional de una clase. Los resultados preliminares del estudio indican que el empleo de una metodología flipped genera más emociones positivas y reduce las negativas, siendo este efecto más acentuado en los estudiantes que no habían cursado un bachillerato de ciencias en su etapa pre-universitaria.

ACS Style

Florentina Cañada; Alejandrina Gallego Picó; Jin Su Jeong; David González-Gómez. Influencia de la metodología flipped en las emociones sentidas por estudiantes del Grado de Educación Primaria en clases de ciencias dependiendo del bachillerato cursado. Educación Química 2018, 29, 77 .

AMA Style

Florentina Cañada, Alejandrina Gallego Picó, Jin Su Jeong, David González-Gómez. Influencia de la metodología flipped en las emociones sentidas por estudiantes del Grado de Educación Primaria en clases de ciencias dependiendo del bachillerato cursado. Educación Química. 2018; 29 (1):77.

Chicago/Turabian Style

Florentina Cañada; Alejandrina Gallego Picó; Jin Su Jeong; David González-Gómez. 2018. "Influencia de la metodología flipped en las emociones sentidas por estudiantes del Grado de Educación Primaria en clases de ciencias dependiendo del bachillerato cursado." Educación Química 29, no. 1: 77.