Development of Covariational Reasoning in engineering students: An experience with Flipped Classroom

Espino A.E.; Calvo N.L.; Núñez J.H.; Cahuata E.I.; Chávez Z.M.; Ynjante O.E.; Alvitez A.R.; Vilca M.L. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2022) · DOI: 10.18687/laccei2022.1.1.775

Resumen

The study aimed to evaluate the incidence of the Flipped Classroom in the development of covariational reasoning in engineering students. The study was conducted with 69 Environmental Engineering students from the Calculus I course at a Peruvian university. The results show that the use of the Flipped Classroom methodology allowed a significant improvement in the level of development of the students' covariational reasoning. Viewing the videos, reviewing the class guides and providing new ideas or explanations or asking questions, either to clarify a doubt or to expand on a topic, was what most favored the management of variation. The evaluation of the experience by the students was positive since it generated motivation and confidence to develop activities improving the communication process.

Instituciones: Universidad Nacional Micaela Bastidas de Apurímac; Universidad Nacional de Moquegua; Universidad Nacional José María Arguedas; Universidad Nacional Intercultural de la Amazonia; Universidad Tecnológica de los Andes