Application of a Flipped Classroom for Model-Based Learning in Electronics

摘要

This paper investigates the effectiveness of the flipped classroom methodology to build conceptual knowledge mental models. In particular, it examines the learning process and outcomes of 40 students of a course on Physical Electronics in the last year of a bachelor's degree program in Physics, for which specific educational resources have been developed to implement the flipped classroom. Among them, non-interactive resources are better to present topics and ideas, whereas interactive resources are more useful to establish links between them to build and check the models. The examined data entail grades, laboratory reports and rubrics, outcomes of learning activities, and direct observation, showing that the flipped classroom improves the construction of mental models, providing teaching resources where the topics and main ideas are presented, developed and exercised, and allowing students to establish links to build and check the models. Furthermore, this strategy increases the personal commitment of the students, fostering autonomy and cooperation with peers, all of which makes it an effective pedagogical tool to build knowledge mental models.