Table 5 Steps for learning in the... | Emerald Publishing

Table 5

Steps for learning in the experimental and control groups

	Conventional teaching method	Stage of learning	Flipped teaching method
Weekly schedule
Week 1	Students read the learning material	Pre-lass	– The teacher provides students with the contextual and learning situations – Students are tasked to identify the problem-solving
	– The teacher explains the learning objective – The teacher introduces the basic theory related to motion and force	In-class	– Students clarify the problem solving through collaboration – Students are tasked to determine the criteria and constraints for the solution to the problem based on previous solutions
	Students do their homework	Post-class	– Students collect information based on the learning activities in class
Week 2	Students read the learning material	Pre-class	– Students explore physics knowledge such as work of force, power, energy, types of energy and the law of conservation of energy – Students watch instructional videos related to the engineering problem-solving method
	The teacher presents the concept of work, power	In-class	– The teacher engages students in the revision of previous knowledge by correcting errors and misconceptions and by adding new information – Students work in groups to select the appropriate solution to the problem based on the criteria and constraints
	Students do their homework	Post-class	– Students improve the selected solution
Week 3	Students read the learning material related to the application of the energy conservation law	Pre-class	– Students are asked to build a prototype
	The teacher presents the law of conservation of energy	In-class	– Students discuss and validate the prototype for the solution to the problem by planning and assigning tasks to each group member – Students test and improve the proposed solution – Students discuss and detail a list of the materials to implement the prototype for the proposed solution
	Students do their homework	Post-class	– Students buy materials to develop the product
Week 4	Students read the learning materials	Pre-class	– Students check the materials corresponding to the prototype established
	– The teacher requires to students conduct a series of exercises related to force and motion, work of force, power and the law of conservation of energy – The teacher checks for student understanding	In-class	– Students set up materials to construct the electric elevator model – Students test the operation of the elevator compared with the criteria and constraints – Students present the product and the teacher evaluates the project
	Students perform these exercises at home	Post-class	– Students write a report about the electric elevator project

	Conventional teaching method	Stage of learning	Flipped teaching method
Weekly schedule
Week 1	Students read the learning material	Pre-lass	– The teacher provides students with the contextual and learning situations – Students are tasked to identify the problem-solving
	– The teacher explains the learning objective – The teacher introduces the basic theory related to motion and force	In-class	– Students clarify the problem solving through collaboration – Students are tasked to determine the criteria and constraints for the solution to the problem based on previous solutions
	Students do their homework	Post-class	– Students collect information based on the learning activities in class
Week 2	Students read the learning material	Pre-class	– Students explore physics knowledge such as work of force, power, energy, types of energy and the law of conservation of energy – Students watch instructional videos related to the engineering problem-solving method
	The teacher presents the concept of work, power	In-class	– The teacher engages students in the revision of previous knowledge by correcting errors and misconceptions and by adding new information – Students work in groups to select the appropriate solution to the problem based on the criteria and constraints
	Students do their homework	Post-class	– Students improve the selected solution
Week 3	Students read the learning material related to the application of the energy conservation law	Pre-class	– Students are asked to build a prototype
	The teacher presents the law of conservation of energy	In-class	– Students discuss and validate the prototype for the solution to the problem by planning and assigning tasks to each group member – Students test and improve the proposed solution – Students discuss and detail a list of the materials to implement the prototype for the proposed solution
	Students do their homework	Post-class	– Students buy materials to develop the product
Week 4	Students read the learning materials	Pre-class	– Students check the materials corresponding to the prototype established
	– The teacher requires to students conduct a series of exercises related to force and motion, work of force, power and the law of conservation of energy – The teacher checks for student understanding	In-class	– Students set up materials to construct the electric elevator model – Students test the operation of the elevator compared with the criteria and constraints – Students present the product and the teacher evaluates the project
	Students perform these exercises at home	Post-class	– Students write a report about the electric elevator project

Source(s): Author’s research