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首页> 外文期刊>Frontiers in Psychology >Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom
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Episode of Situated Learning to Enhance Student Engagement and Promote Deep Learning: Preliminary Results in a High School Classroom

机译：派系学习的集中，加强学生参与，促进深度学习：高中课堂初步结果

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摘要

Teaching is now experiencing a new centrality due to the fast socio-cultural transformations, the vertical growth of digital media and, therefore, the new ways children and young people learn. New paradigms and teaching methodologies are emerging to meet the new educational needs; among them, the “Episodes of Situated Learning” approach (EAS in Italian) was chosen for this study. This approach broadly refers to the “Flipped Class” model, in which the lesson structure reverses the traditional teaching/learning cycle with a positive outcome on engagement and learning. The present study aims to explore whether the EAS teaching methodology, according to literature about the Flipped Class model, has a positive outcome on student engagement, focusing on its emotional, cognitive and behavioral components. In particular, we hypothesize that the EAS teaching methodology changes teachers’ behavior in classroom, increasing their movements and body expression during the lesson. Moreover, we expect higher levels of self-efficacy and positive emotions and lower levels of perceived anxiety in teachers, thus improving students’ level of engagement. The research was conducted in a secondary school, in Milan, and includes a classroom of sixteen students and three teachers. We chose a quasi-experimental nested design, a mixed-method approach that combines the qualitative and quantitative collection and analysis of data, in order to reach, as far as possible, a holistic, effective and exhaustive representation of the studied phenomenon. Pre-post measures, including video-recording, systematic observation and questionnaires, of both students and teachers were collected during the 8 months of experimentation. This research project could foster positive outcomes for participants as well as the broader society, in which school dropout is increasing. Many authors positively associate low levels of students’ engagement to high rates of school dropout; for this reason, working on improving teaching methodologies and students’ engagement measurement, could be an effective way to enhance learning and opposing school dropout.
机译：教学现在由于社会文化转型快，数字媒体的垂直增长而遇到了新的中心地位，因此，儿童和年轻人学习的新方法。新的范式和教学方法正在努力满足新的教育需求;其中，为本研究选择了“在意大利语中的位于学习”的“剧集”的方法（在意大利语中）。这种方法广泛地指的是“翻转类”模型，其中课程结构逆转传统教学/学习循环，并在参与和学习中得到积极的结果。本研究旨在探讨EAS教学方法，根据翻转类模型的文学，对学生参与有积极的结果，专注于其情感，认知和行为组成部分。特别是，我们假设EAS教学方法在教室里改变了教师的行为，在课程中增加了运动和身体表达。此外，我们预计越来越高的自我疗效和积极情绪，以及教师的焦虑较低，从而提高学生的参与水平。该研究是在米兰的中学进行的，并包括十六名学生和三位教师的课堂。我们选择了一种准实验嵌套设计，一种混合​​方法方法，它结合了定性和定量收集和数据分析，以便尽量达到研究现象的整体，有效和详尽的代表。在8个月的实验期间收集了在8个月内收集了学生和教师的视频录制，系统观察和问卷的职前措施。该研究项目可以促进参与者以及更广泛的社会的积极成果，其中辍学正在增加。许多作者将低水平的学生参与高等学校辍学的辍学率达到了较低的陪伴;因此，努力改善教学方法和学生的参与度量，可能是加强学习和对立学校辍学的有效途径。

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