O ciberespaço e as innitas possibilidades que se apresentam para nós, professores de losoa no ensino médio, não são panaceias capazes de resolver de uma vez por todas os problemas de insucessos no processo de ensino e da aprendizagem mas, se articulados de modo a deslocar o foco do ensino para a aprendizagem, imputando ao estudante o papel de protagonista de sua narrativa de conhecimento, acreditamos que poderemos enm caminhar rumo a uma educação melhor. Partindo desta constatação e vivenciando na sala de aula nossos fracassos perante uma geração que se comunica o tempo todo, mas que não se comunica com nossos conteúdos, que escreve o tempo todo (por cliques e toques em telas e teclados), mas que não escreve sequer um parágrafo em sala sem reclamar, é que voltamos aos primórdios da losoa, lá onde o diálogo, o debate e a discussão criaram as condições para o surgimento da losoa e, a partir dessa perspectiva, iniciamos uma investigação em busca do desenvolvimento de uma Performance Comunicativa que fosse dinâmica, sistemática e efervescente aos moldes daquela que, na ágora grega, possibilitou o nascimento da polis em um diálogo isonômico, isegórico e parresiástico. Como nossa percepção também captava o uso diuturno de dispositivos transmidiáticos por parte de nossos estudantes, conjecturamos a possibilidade de fazer do ciberespaço uma nova ágora que pudesse servir de antessala para a Performance Comunicativa. Nessa imersão, encontramos teorias que consideravam igualmente tais possibilidades e, dentre estas, fomos particularmente atraídos pelas propostas do Ensino Híbrido, especialmente através do projeto da Sala de Aula Invertida e do resgate de uma tendência que em muito lembrava os embates gregos, a Gamicação. Foi assim que então nos propusemos a pesquisar estes temas e, quando da sua compreensão e apropriação, articulá-los com a denição de losoa que nos balizava. Por esta razão, a presente tese busca reetir sobre o modo de ensinar os estudantes das aulas de losoa do ensino médio do Paraná a desenvolver Performances Comunicativas que, por sua vez, poderiam levá-los à experiência concreta da losoa e do losofar. / The cyberspace and the endless possibilities available for high school philosophy teachers are not just panaceas that could once and for all the problems of failures in the teaching and learning process but, if articulated in order to shift the focus from teaching to learning by imputing to the student the role of protagonist of his own narrative of knowledge, we believe that we could nally move towards a better educational program. Starting from this consideration and also experiencing in the classroom our failures towards a generation that is characterized by being continuously in communication and nevertheless unable to communicate with the school content itself, by writing all the time (through clicks and touches on their devices screens and keyboards) but unwilling to write even a single paragraph as a class activity, is that we head back to the origins of philosophy, to which dialogue, debate and discussion used to create the conditions for the emergence of philosophy. From this perspective, we will conduct an investigation which aims to search for the development of a dynamic, systematic and effervescent Communicative Performance, just like the one that, in the ancient Greek ágora, made possible the birth of the polis within an isonic, isegoric and parresiastic dialogue. As we could also notice a constant use of transmediatical devices by our students, we started to think about the possibility of turning cyberspace into a new agora that could operate as an antechamber for Communicative Performance. In this immersion, we found some other theories that were also considering those possibilities, and among them we were particularly attracted to the Hybrid Teaching proposals, especially through the project of an inverted classroom and by its return to a trend that very much resembled the Greek discussions, the so-called Gamication. In such a manner, we set out to research these subjects and, at the moment we could have a proper understanding and appropriation of it, to articulate them with the denition of philosophy we are based on. For this reason, the present thesis aims to reect on how should we teach the philosophy students of Paranas high school to develop Communicative Performances that could, in its turn, lead them to experience concrete philosophy and philosophizing.

Orientador: João Roberto Gomes de Faria / Resumo: Apesar de grandes avanços da pesquisa científica quanto à inclusão dos conceitos e procedimentos referentes ao conforto ambiental no contexto do processo projetual, é ainda perceptível sua dificuldade de apropriação nas práticas de disciplinas projetuais de cursos de graduação em Arquitetura e Urbanismo, tanto por parte dos alunos, quanto por parte dos professores de projeto. Essa dificuldade se dá, principalmente, pela defasagem de aprendizagem nas disciplinas de Conforto Ambiental no que se refere ao desenvolvimento de habilidades práticas nos alunos, para que sejam capazes de utilizar, de forma autônoma, o conhecimento adquirido na resolução de problemas arquitetônicos diversos. Com base nessa problemática, esta pesquisa teve por objetivo investigar a aplicabilidade da Sala de Aula Invertida como metodologia de ensino da arquitetura bioclimática no contexto do processo projetual, em cursos de Arquitetura e Urbanismo. A pesquisa, de caráter exploratório e correlacional, consistiu no desenvolvimento, aplicação e avaliação de uma estratégia de ensino, baseada na metodologia acima mencionada, para uma turma do 6º semestre de um curso de graduação em Arquitetura e Urbanismo, na disciplina “Conforto Ambiental”, transformando a sala de aula em um ateliê de projeto. A avaliação dos alunos foi feita por meio de prova individual e dos projetos elaborados em grupo durante as atividades propostas em sala de aula. Como variáveis dependentes, os resultados de aprendizagem foram identifi... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Despite the great advancements of scientific research on the inclusion of concepts and procedures related to environmental comfort in the context of the design process, it’s still noticeable its difficulty of appropriation in the practices of design disciplines in Architecture and Urbanism courses, both by students, as by teachers. This difficulty is mainly due to the lack on learning process in the Environmental Comfort disciplines regarding the development of practical skills in the students, so that they are able to use, autonomously, the knowledge acquired in solving several architectural problems. Based on this problem, this research aimed to investigate the Flipped Classroom’s applicability as a teaching method of bioclimatic architecture in the context of the design process, in Architecture and Urbanism courses. The exploratory and correlational research consisted of the development, application and evaluation of a teaching strategy, based on the above-mentioned methodology, for a 6th semester class of an Architecture and Urbanism course, in the discipline “Environmental Comfort”, turning the classroom into a design studio. The evaluation of the students was done through an individual test and through the evaluation of groups’ projects, elaborated during the activities proposed in the classroom. As dependent variables, learning outcomes were identified by quantitative evaluation (grades) and qualitative evaluation (cognitive levels of Bloom’s Taxonomy). As independent ... (Complete abstract click electronic access below) / Mestre

Detta examensarbete handlar om flipped classroom i undervisningen. Syftet med arbetet är att öka förståelsen för vad flipped classroom kan innebära för lärare och hur det påverkar undervisningen genom att undersöka hur och varför lärare använder sig av flipped classroom, vad för material som används och hur det tillgängliggörs för eleverna samt hur elever uppfattar arbetssättet. Intervjuer har genomförs med gymnasielärare som tillämpar flipped classroom i matematikundervisningen och deras elever har fått besvara en enkät. Tanken är att undersöka lärarnas och elevernas uppfattningar för att försöka förstå hur flipped classroom påverkar undervisningen, fördelar och nackdelar som följer med flipped classroom samt även vilken betydelse flipped classroom har för elevernas lärande.   Resultatet visade att lärare tillämpar flipped classroom på olika sätt. Det finns flera olika uppfattningar kring vad flipped classroom innebär. En anledning alla lärare nämnde till varför de tillämpar flipped classroom är för att få mer lektionstid som de kan använda till annat än genomgångar. Då kan eleverna arbeta mer i grupp och diskutera eller så hinner de räkna mer i boken. Att frigöra mer lektionstid ger eleverna mer lika möjlighet till att få hjälp samt att undervisningen kan varieras i större utsträckning. En annan anledning är att flipped classroom ger möjlighet till mer individualiserad undervisning eftersom eleverna kan arbeta i sin egen takt. Videogenomgångar är något som lärarna har gemensamt men hur lektionstiden sedan används skiljer sig. Eleverna är både positivt och negativt inställda till flipped classroom vilket kan bero på flera saker, till exempel på hur de är vana att arbeta och deras lärstilar. Det går inte att säga att eleverna lär sig mer eller mindre då flipped classroom tillämpas eftersom lärarna kan tillämpa flipped classroom på så många olika sätt. Däremot får eleverna tillämpa och utveckla sin digitala kompetens samt lära sig att bli mer medvetna om sin inlärning då flipped classroom tillämpas eftersom de får organisera sitt eget lärande på ett annat sätt och ta mer eget ansvar än med traditionell undervisning. / This thesis concerns the educational concept known as flipped classroom. The purpose of the study is to improve understanding of what flipped classroom is and to answer questions about how and why teachers use flipped classroom. This includes what materials are used and how these are made available to the students, as well as how students perceive working with flipped classroom. The survey consists of interviews with teachers that have implemented flipped classroom in their mathematics courses, as well as questionnaires to the students in these same courses. The reasoning behind this was to understand how flipped classroom affects teaching, pros and cons that come with flipped classroom and also the impact flipped classroom has on students' learning.   The results of the survey showed that teachers apply flipped classroom in different ways. There are conflicting perceptions of flipped classroom and its practical application. The main reasoning behind why teachers apply flipped classroom is to liberate more time in class from traditional lecturing. Flipped classroom also allows for a greater degree of individualized instruction, giving students more equal opportunity to get help and allowing for teaching to be varied to a greater extent. Teachers commonly used pre-recorded video lectures in order to prepare students but differed in how their time in class was spent. All students have both positive and negative attitudes towards flipped classroom depending on several variables such as, how they have originally studied in class and their own personal learning styles. It is not possible to say that students learn more or less when flipped classroom is applied since teachers can apply flipped classroom in different ways. On the other hand, student have to learn to become more aware of their learning when flipped classroom is applied because they may organize their own learning in a different way and take more responsibility than with traditional teaching.

The flipped classroom as an educational model is perfectly aligned with the current demands of higher education. Therefore, the objectives of this article were to carry out a bibliometric analysis of the scientific production of the flipped classroom in higher education (2012-2020) and to propose a framework for its implementation in face-to-face, blended or online learning modalities. The records were recovered from the Web of Science Core Collection and Scopus, from which, after a five-phase methodological process, a consolidated dataset of 782 documents was obtained. The results showed the importance of the subject matter as scientific production reflected a continuous growth during the period of study. For their part, the most productive authors come from various institutions worldwide with an H index of over 50. The collaboration indicators show the growth trend of these indexes over the years, which reflects the capacity to generate national and international impact in the documents published in collaboration. The keywords co-occurrence analysis showed that the flipped classroom as a technological and innovative approach is complemented by active learning, blended learning, e-learning, ICT, teaching method, among others. Finally, a framework with five components was proposed as a basic guide for the implementation of the flipped classroom in higher education. / Revisón por pares

Das Lehr-Lern-Projekt “Medien und Asyl” kombinierte Forschungs- und Anwendungsbezug in der universitären Hochschullehre. Der Beitrag diskutiert die didaktischen Herausforderungen eines solchen Lehrforschungsprojekts mit Service Learning- Orientierung, und wie diese adressiert wurden. In der Darstellung des Ablaufs wird der konsekutive Charakter des dreisemestrigen Projekts deutlich. Die finale Phase der Medienkonzeption wird dabei ausführlicher vorgestellt. Abschließend wird die Bedeutung fortlaufender Evaluation und Anpassung des Projektablaufs als methodischer Schlüssel zum Gelingen identifiziert.

El presente estudio tiene como propósito conocer y analizar el impacto y percepción que tienen estudiantes de 1º, 2, 3º y 4º de Enseñanza Secundaria Obligatoria del sistema público español en un entorno rural en relación al uso de las TIC en su aprendizaje musical por medio del modelo Flipped Learning, con el fin de conocer los posibles beneficios y limitaciones que ofrece este modelo de enseñanza-aprendizaje. Dadas las características únicas que presenta nuestra muestra hemos trabajado desde una metodología cualitativa con un enfoque cualitativo descriptivo y un diseño de estudio colectivo de casos con estudiantes y sus familias donde como técnicas de recolección de datos y análisis hemos utilizado una entrevista-cuestionario semiestructurada individual (pre test y post-test) más el complemento posterior de grupos de discusión. Los resultados muestran por un lado que los estudiantes y sus familias aceptan de forma favorable el uso del modelo Flipped Learning en el trabajo diario del aula de Música y que no encuentran barreras o desventajas reseñables más allá de la preocupación mostrada por las familias en lo que se refiere a posibles problemas tecnológicos derivados de la necesaria inversión económica y de la sobreexposición visual a las pantallas. Por otro lado, tanto estudiantes como familias muestran una percepción positiva de utilidad y facilidad de uso a la hora de trabajar con el modelo Flipped Learning por medio de vídeos enriquecidos con preguntas. Estos resultados han permitido analizar los resultados de diferentes grupos de edades de estudiantes de Enseñanza Secundaria Obligatoria y sus familias dentro de un mismo contexto en relación al uso de las TIC y el modelo FL aportando información para futuras investigaciones de características similares.

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BACKGROUND: The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. OBJECTIVE: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. METHODS: Participating students were randomized to take quizzes, either during pre-class videos via Panopto (EQV) or after pre-class videos in the traditional manner via Moodle (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. RESULTS: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. CONCLUSION: Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.

Den här studien undersöker lärares erfarenheter av Flippad undervisning (Flipped Classroom). I den här studien har två forskningsfrågor ställts till ämneslärare i grund- och gymnasieskolan: Vad karaktäriserar Flippad undervisning? samt Vad är syftet med Flippad undervisning?. Teoretisk utgångspunkt i studien är ett sociokulturellt perspektiv. Empirin har samlats in genom kvalitativa intervjuer, analyserade enligt den kvalitativa innehållsanalysen som metodansats. Nio lärare, baserade på ett kriterieurval, från olika kommuner i den södra delen av Sverige har utgjort empirin i studien. Samtliga lärare har intervjuats vid sina respektive arbetsplatser. Fem teman har utkristalliserat sig i resultatet med utgångspunkt i den första forskningsfrågan: Förändrad yrkesroll, Tiden, Att motivera eleverna och ha en kontinuitet, Tekniken samt Kommunikationen med eleverna. Den andra forskningsfrågan genererade tre teman i resultatdelen: Förståelseförberedande, Elevers lärande synliggörs och Tillgänglighet. Resultatet belyser att läraren blir mer av en handledare i klassrummet, tid frigörs under lektionen som medger en förändrad, och ökad kommunikation. Resultatet visar också att det är viktigt att göra eleverna delaktiga. Tekniken är en av artefakterna som möjliggör undervisningsformen och bidrar till en förändrad kommunikation. Flera av respondenterna i studien ser möjligheten till ett ökat lärande och upplever också att formativa bedömningsprocesser underlättas av undervisningsformen. / This study examines teachers’ experiences of Flipped Teaching. Two questions have been asked: What characterizes the Flipped Classroom? and What’s the purpose of Flipped Teaching? The theoretical framework is the sociocultural perspective by Vygotsky. The empirical material has been gathered through the qualitative interview and the method used to process the data has been the qualitative content analysis method. Nine teachers from various parts of southern Sweden have been interviewed. The two research questions resulted in eight categories, five from the first question: Changes in profession, Time, Key aspects – Participation, motivation and continuity, Tools involved and Communication with pupils. The second question generated three categories: Understanding preparatory, Visible learning and Access to the material. The results show that the teachers have become more guides on the side rather than lecturers and that time together with the students, interacting with them, has changed the ways of communication. The result also shows that the technical artefacts suports the Flipped Classroom, in some ways even as a conditional precedent for the Flipped Classroom. Many of the respondents in the study also express that the Flipped Classroom helps them assess the pupils’ abilities more formatively.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.