Array
Palavras-chave:
ArrayResumo
ArrayDownloads
Referências
Alhazbi, S. (2016). Using flipped classroom approach to teach computer programming. 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 441-444. https://doi.org/10.1109/TALE.2016.7851837
Armijo Vásquez, I. G., & Gonzalo, I. (2018). Enseñanza de sistemas de ecuaciones lineales con dos incógnitas utilizando el método de aula invertida en el décimo año de la unidad educativa replica “Nicolás Infante Díaz” del cantón Quevedo. http://repositorio.unae.edu.ec/handle/56000/822
Aznar, I., Prada, D. A., Acevedo, A., Durán-Flórez, F., & Gómez, J. (2019). Measurement of the performance of the inverted classroom methodology in the finance learning environment: A comparison with the traditional class. Journal of Physics: Conference Series, 1161, 012022. https://doi.org/10.1088/1742-6596/1161/1/012022
Baltasar-Sánchez, A. (2019). «Aula invertida» propuesta de intervención educativa para el módulo de Fisiopatología en Formación Profesional Ciclo Formativo de Grado Superior. https://reunir.unir.net/handle/123456789/9435
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482. https://doi.org/10.1007/s10639-015-9393-5
Brame, C. J. (2013, enero 31). Flipping the Classroom. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Carrier, M., Damerow, R. M., & Bailey, K. M. (2017). Digital Language Learning and Teaching: Research, Theory, and Practice. Taylor & Francis.
Caspersen, M. E., & Bennedsen, J. (2007). Instructional design of a programming course: A learning theoretic approach. Proceedings of the third international workshop on Computing education research, 111–122. https://doi.org/10.1145/1288580.1288595
Cornide-Reyes, H. C., Villarroel, R. H., Cornide-Reyes, H. C., & Villarroel, R. H. (2019). Método para Promover el Aprendizaje Colaborativo en Ingeniería de Software. Formación universitaria, 12(4), 3-12. https://doi.org/10.4067/S0718-50062019000400003
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031), 862-864. https://doi.org/10.1126/science.1201783
Gomes, A. (2007). Learning to program—Difficulties and solutions. undefined. /paper/Learning-to-program-difficulties-and-solutions-Gomes/7b36be99e7f1af87a5188b4518dfcf910a7ccc00
Griffiths, L., Villarroel, R., & Ibacache, D. (2016). IMPLEMENTACIÓN DEL MODELO DE AULA INVERTIDA PARA EL APRENDIZAJE ACTIVO DE LA PROGRAMACIÓN EN INGENIERÍA. 10.
Grover, S., Jackiw, N., & Lundh, P. (2019). Concepts before coding: Non-programming interactives to advance learning of introductory programming concepts in middle school. Computer Science Education, 29(2-3), 106-135. https://doi.org/10.1080/08993408.2019.1568955
Hayashi, Y., Fukamachi, K.-I., & Komatsugawa, H. (2015). Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom. 2015 International Conference on Learning and Teaching in Computing and Engineering, 209-212. https://doi.org/10.1109/LaTiCE.2015.43
Indi, T. S. (2016). An Experience Report of Flipped Classroom Strategy Implementation for Java Programming Course. 2016 IEEE Eighth International Conference on Technology for Education (T4E), 240-241. https://doi.org/10.1109/T4E.2016.059
Johnson, L. W., & Renner, J. D. (2012). EFFECT OF THE FLIPPED CLASSROOM MODEL ON A SECONDARY COMPUTER APPLICATIONS COURSE: STUDENT AND TEACHER PERCEPTIONS, QUESTIONS AND STUDENT ACHIEVEMENT. 104.
Krpan, D., Mladenović, S., & Rosić, M. (2015). Undergraduate Programming Courses, Students’ Perception and Success. Procedia - Social and Behavioral Sciences, 174, 3868-3872. https://doi.org/10.1016/j.sbspro.2015.01.1126
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
Lahtinen, E., Ala-Mutka, K., & Järvinen, H.-M. (2005). A study of the difficulties of novice programmers. Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education, 14–18. https://doi.org/10.1145/1067445.1067453
Law, K. M. Y., Lee, V. C. S., & Yu, Y. T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, 55(1), 218-228. https://doi.org/10.1016/j.compedu.2010.01.007
le Roux, I., & Nagel, L. (2018). Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens. International Journal of Educational Technology in Higher Education, 15(1), 16. https://doi.org/10.1186/s41239-018-0098-x
Lundin, M., Bergviken Rensfeldt, A., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: A systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1), 20. https://doi.org/10.1186/s41239-018-0101-6
Mendes, A. J., Paquete, L., Cardoso, A., & Gomes, A. (2012). Increasing student commitment in introductory programming learning. 2012 Frontiers in Education Conference Proceedings, 1-6. https://doi.org/10.1109/FIE.2012.6462486
Merla González, A. E., & Yáñez Encizo, C. G. (2016). El aula invertida como estrategia para la mejora del rendimiento académico. Revista Mexicana de Bachillerato a Distancia, 8(16), 68-78-78. http://dx.doi.org/10.22201/cuaed.20074751e.2016.16.57108
Mora Ramírez, B. F. M., & Hernández Suárez, C. A. H. (2017). Las aulas invertidas: Una estrategia para enseñar y otra forma de aprender física. INVENTUM, 12(22), 42-51. https://doi.org/10.26620/uniminuto.inventum.12.22.2017.42-51
Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. K. (2010). Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class. CBE—Life Sciences Education, 9(4), 473-481. https://doi.org/10.1187/cbe.10-04-0063
Mozelius, P., & Hettiarachchi, E. (2017). Critical Factors for Implementing Blended Learning in Higher Education. International Journal of Information and Communication Technologies in Education, 6(2), 37-51. https://doi.org/10.1515/ijicte-2017-0010
Nguyen, N., & Williams, P. J. (2016). An ICT supported sociocultural approach to improve the teaching of physics. Asia-Pacific Science Education, 2(1), 1-21. https://doi.org/10.1186/s41029-016-0008-2
Ramírez, E. R., Cordero, J. N., Posada, R. C., & Posada, G. E. C. (2018). Enseñanza de la programación: La importancia de promover actitudes autodidactas en los estudiantes. Atenas, 4(44), 46-59.
Rosiene, C. P., & Rosiene, J. A. (2015). Flipping a programming course: The good, the bad, and the ugly. 2015 IEEE Frontiers in Education Conference (FIE), 1-3. https://doi.org/10.1109/FIE.2015.7344151
Talbert, R. (2014). Inverting the Linear Algebra Classroom. PRIMUS, 24(5), 361-374. https://doi.org/10.1080/10511970.2014.883457
Toto, R., & Hien Nguyen. (2009). Flipping the Work Design in an industrial engineering course. 2009 39th IEEE Frontiers in Education Conference, 1-4. https://doi.org/10.1109/FIE.2009.5350529
Warter-Perez, N., & Dong, J. (2012). Flipping the Classroom: How to Embed Inquiry and Design Projects into a Digital Engineering Lecture. 17.
Xie, B., Loksa, D., Nelson, G. L., Davidson, M. J., Dong, D., Kwik, H., Tan, A. H., Hwa, L., Li, M., & Ko, A. J. (2019). A theory of instruction for introductory programming skills. Computer Science Education, 29(2-3), 205-253. https://doi.org/10.1080/08993408.2019.1565235
Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009, enero 1). «flipping» the classroom to explore active learning in a large undergraduate course. ASEE Annual Conference and Exposition, Conference Proceedings. 2009 ASEE Annual Conference and Exposition. https://pennstate.pure.elsevier.com/en/publications/flipping-the-classroom-to-explore-active-learning-in-a-large-unde-2
Zhao, D., Xu, Q., & Zuo, W. (2009). The Research and Practice of Computer Teaching at Independent Colleges for Students at Different Levels. 2009 WASE International Conference on Information Engineering. https://doi.org/10.1109/ICIE.2009.231
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2021
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
