Development of Covariational Reasoning in Engineering Students: An Experience with Flipped Classroom
Read ArticleDate of Conference
July 18-22, 2022
Published In
"Education, Research and Leadership in Post-pandemic Engineering: Resilient, Inclusive and Sustainable Actions"
Location of Conference
Boca Raton
Authors
Ecos Espino, Alejandro Manuel
Leon Calvo, Nilton Cesar
Huamán Núñez, Joffré
Ilasaca Cahuata, Edwar
Manrique Chávez, Zoraida Rocio
Esquivel Ynjante, Oscar Raúl
Rumaja Alvitez, Alejandro
Latorre Vilca, Marco Antonio
Abstract
The study aimed to evaluate the incidence of Flipped Classroom in the development of covariational reasoning in engineering students. The study was conducted with 69 Environmental Engineering students from a Peruvian university’s Calculus I course. The results show that the use of the Flipped Classroom methodology allowed a significant improvement in the level of development of students' covariational reasoning. The visualization of the videos, the revision of the class guides and the contribution of new ideas or explanations or the formulation of questions, either to clarify some doubt or to expand some topic was what favored the management of the variation. The evaluation of the experience by the students was positive as it generated motivation and confidence to develop activities improving the communication process