Mathematics for Computer Science: A Flipped Classroom with an Optional Project

Autor/inn/en	Judy Dori, Yehudit Judy; Kohen, Zehavit; Rizowy, Brian
Titel	Mathematics for Computer Science: A Flipped Classroom with an Optional Project
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 12, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Flipped Classroom; Teaching Methods; Problem Solving; Mathematics Instruction; Computer Science Education; Student Projects; Active Learning; Required Courses; Undergraduate Students; Teamwork; Cooperative Learning; Probability; Comparative Analysis; Peer Groups; Outcomes of Education; STEM Education; Student Attitudes; Teaching Assistants + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematics lessons; Mathematikunterricht; Computer science lessons; Informatikunterricht; Schulprojekt; Aktives Lernen; Pflichtkurs; Kooperatives Lernen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Gleichaltrigengruppe; Peer Group; Lernleistung; Schulerfolg; STEM; Schülerverhalten
Abstract	The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students' problem-solving performance, conceptual understanding, and affective perceptions. Participants were 374 undergraduate freshmen and sophomores, of whom 20% elected to participate in an optional probability PBL. The most significant finding was the reinforcement of collaboration, as reflected by teamwork on problem solving during the FC class time. The PBL students demonstrated an advantage in their performance over their peers in probability--the topic they explored, and in their positive responses regarding studying in the FC setting, with an emphasis on the collaborative learning component. The research demonstrates the importance of active engagement in a technology-based environment in which STEM undergraduate students solve problems and implement projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01