The idea of an inductive teaching method based on perceptual modalities in a flipped-classroom concept, to be applied to the teaching of Structural Geology and Tectonics and the Earth Sciences in general, came from th...The idea of an inductive teaching method based on perceptual modalities in a flipped-classroom concept, to be applied to the teaching of Structural Geology and Tectonics and the Earth Sciences in general, came from the need to appraise new forms of interaction/teaching in today＇s globalized context. Even if sporadic and carried out in a far from systematic way, the type of teaching examined in this study was tested on secondary school students specializing in science in a heterogeneous sample of children aged 15 to 18 years. The educational experiment was divided into six phases, each characterized by the prevalent use of perceptual modalities. The initial phase, characterized by creative writing, aimed to develop the kinaesthetic modality. The second stood as an ＂anchor＂ for the objectives to be achieved through a form of dramatization. The third emphasized individual investigation, in accordance with criteria typical of the flipped-classroom method. The fourth consisted of fieldwork to stimulate visual and tactile modalities. In the fifth, the teacher operated as a ＂scientific mediator＂, favouring the auditory capacity. And, finally, the sixth, with its body of knowledge and the finalization of the goal to be achieved, lay within the scope of the issues addressed by Structural Geology and Tectonics.展开更多
文摘The idea of an inductive teaching method based on perceptual modalities in a flipped-classroom concept, to be applied to the teaching of Structural Geology and Tectonics and the Earth Sciences in general, came from the need to appraise new forms of interaction/teaching in today＇s globalized context. Even if sporadic and carried out in a far from systematic way, the type of teaching examined in this study was tested on secondary school students specializing in science in a heterogeneous sample of children aged 15 to 18 years. The educational experiment was divided into six phases, each characterized by the prevalent use of perceptual modalities. The initial phase, characterized by creative writing, aimed to develop the kinaesthetic modality. The second stood as an ＂anchor＂ for the objectives to be achieved through a form of dramatization. The third emphasized individual investigation, in accordance with criteria typical of the flipped-classroom method. The fourth consisted of fieldwork to stimulate visual and tactile modalities. In the fifth, the teacher operated as a ＂scientific mediator＂, favouring the auditory capacity. And, finally, the sixth, with its body of knowledge and the finalization of the goal to be achieved, lay within the scope of the issues addressed by Structural Geology and Tectonics.
