La
Taxonomía de Bloom y el Aula Invertida.
=
Martha Lucía Lara Freire[2=
],
Wilson Gonzalo Rojas Yumisaca Recibido: 10-06-2019 / =
Revisado:
15-07-2019 /Aceptado: 15-08-2019/ Publicado: 06-09-2019 The objective of this st=
udy
was to establish the effectiveness of the flipped classroom to improve the =
high
order thinking skills in the Bloom’s taxonomy. This was a quali-quantitative
research which involved collecting and converting data into numerical form,=
it
was also a quasi-experimental research and the population were Fourth Level
English Students from the English Center at Escuela Superior Politécnica de
Chimborazo. The applied instruments were initial and satisfaction survey an=
d a
pre and post tests. The sample was chosen at random and the groups were
previously established. The scientific, inductive, deductive and descriptive
methods were applied during three months intervention. For analyzing the
results this procedure was followed; organization of the information, pre-t=
est
results analysis, analysis of the collected evidences, post-test, analysis,
tables, charts, and graphs design, statistical results analysis, hypothesis
tendencies and drawn of conclusions. Finally, it was concluded that the fli=
pped
classroom activities in the English as a Foreign Language classroom improved
students high order thinking skills. Abstract.
https://doi.org/10.33262/cie=
nciadigital.v3i3.3.797
Keywords: Flipped Classroom, Bloom=
’s
Taxonomy, English as a Foreign Language, Improvement.
Resumen.
El
objetivo de este estudio fue establecer la efectividad del aula invertida p=
ara
mejorar las habilidades de pensamiento de orden superior en la Taxonomía de
Bloom. Esta fue una investigación cuali-cuantitativa que involucró la
recopilación y conversión de datos en forma numérica, también fue una
investigación cuasiexperimental y la población estuvo conformada por
estudiantes de inglés de cuarto nivel del Centro de Inglés de la Escuela
Superior Politécnica de Chimborazo. Los instrumentos aplicados fueron: encu=
esta
inicial, encuesta de satisfacción, una prueba previa y una prueba posterior=
. La
muestra se eligió al azar y los grupos estuvieron previamente establecidos.=
Los
métodos científicos, inductivos, deductivos y descriptivos se aplicaron dur=
ante
la intervención, misma que se desarrolló durante tres meses. Para analizar =
los
resultados se siguió este procedimiento: organización de la información,
análisis de resultados de la prueba inicial, análisis de las evidencias
recopiladas, análisis de la prueba posterior, diseño de tablas, cuadros y
gráficos, análisis de resultados estadísticos, tendencias de la hipótesis y
conclusiones extraídas. Finalmente, se concluyó que las actividades de aula
invertida en el aula de inglés como Lengua Extranjera mejoraron las habilid=
ades
de pensamiento de orden superior de los estudiantes.
Palab=
ras
clave: Aula Invertida, Taxonomía de Bloom, Inglés como Lengua Extranjera,
Mejoramiento.
Introduction
=
High order thinking skills are the ability an
individual has to plan a strategy to get information. It also makes people
conscious about every step and the strategies to follow during the process =
to
solve problems and evaluate one’s own knowledge productivity
These skills include critica=
l,
logical, reflective, metacognitive, and creative thinking. They are activat=
ed
when individuals encounter unfamiliar problems, uncertainties, questions, or
dilemmas. Successful applications of the skills result in explanations,
decisions, performances, and products that are valid within the context of
available knowledge and experience that promote continued growth in these a=
nd
other intellectual skills. Higher order thinking skills are grounded in low=
er
order skills such as discriminations, simple application and analysis, and
cognitive strategies and are linked to prior knowledge of subject matter
content. Appropriate teaching strategies and learning environments facilita=
te their
growth as do student persistence, self-monitoring, and open-minded, flexible
attitudes
According to t=
he
National English Curriculum regulations and expectations regarding English
learning in Ecuador have changed, but changes are not always considered eas=
y or
possible
One of the aim=
s of
the English language learning reform launched in 2012 was to create
opportunities for a broader cross-section of students to study at top-ranki=
ng
universities around the world
As reported by=
the
International Commission on Education, Equity, and Economic Competitiveness=
in
Latin America and the Caribbean enrollment has increased rapidly and
significantly over the past three decades, the equality of education has
declined in the same proportion
Another
interesting fact is that by 2001, the country had achieved universal primary
education, but academic performance has remained low and has even declined =
in
the past decade
The Escuela
Superior Politécnica English Center was founded in 1974 with the objective =
of
increasing the possibilities to apply the knowledge in the teaching-learnin=
g of
languages such as English, in all the professional fields, under an
institutional-academic excellence paradigm with scientific, technological a=
nd
humanistic permanent innovation in a global world. Then, it is the
teacher-researcher job to guarantee that this objective is being fulfilled.
Students must be ready to face real life situations, using English as the
necessary tool in the 21st century.
The English Ce=
nter
offers a program of six levels of English directed to students from differe=
nt
Faculties, and all teachers must follow the same curriculum which is mostly
grammar-based, according to Level Fourth syllabus, at the end of the semest=
er
students should be able to: apply critical thinking, use English to solve
problems related to the students’ major, choose the best resources in probl=
em
solving, express ideas, opinions, and feelings adequately, design their
critical thinking process in their learning habits, and discuss current,
national and international events related to the major.
Furthermore, t=
he
Article 34 of the Academic Regulation Regimen states that students must
demonstrate their outcome by taking a proficiency test once they have appro=
ved
60% of their career program
Nevertheless, =
none
of the outcomes have been evaluated or proved to be fulfilled, due to the
syllabi format classes continue to be traditional, where grammar rules or
lectures are developed in class and practical activities are sent as homewo=
rk,
ending up in a limited opportunity for students to achieve the goals, since
teachers do not use the class time for inferential thinking or discussion
activities, which are two of many tools which could be used to foster high
order thinking skills.
Even though, t=
he
students’ learning outcomes included in the syllabus are based on Bloom’s
Taxonomy, the activities developed in class are not correctly directed to
improve high order thinking skills. Then the first problem to be solved is =
to implement
a new method which contributes to students’ holistic training in a global
world.
The second
detected problem is the ability to become independent learners. The National
Curriculum Guidelines for English as a Foreign Language proposed by the
Finally, it is
well known that students are highly identified with technology and spend a
considerable amount of time working online. The English Center provides a
Virtual Learning Environment which allows creating online activities and
enrolling students in them. Inside the course various resources such as
quizzes, questionnaires, structured lessons and forums can be combined, but
teachers are not taking advantage of this tool to train students in high or=
der
thinking activities as discussion forums.
For all the
reasons exposed above the proposal is to implement the flipped teaching met=
hod
in order to dedicate more time to practical (high order thinking skills)
activities in class and work on the lecture at home through grammar videos
recorder by the teacher. In order to improve high order thinking skills,
lessons are planned which include how to work with the videos, activities m=
ostly
focused on inferential thinking and online discussions, and how to take
advantage of the Virtual Learning Environment and in this way also foster
independent learners.
Materials and Methods
This pr=
oject
was developed by applying the quali-quantitative research. This is a common
approach and helps to 'triangulate=
' i.e.
to back up one set of findings from one method of data collection underpinn=
ed
by one methodology, with another very different method underpinned by anoth=
er
methodology - for example, you might give out a questionnaire (normally
quantitative) to gather statistical data about responses, and then back thi=
s up
and research in more depth by interviewing (normally qualitative) selected
members of your questionnaire sample
The qualitative research involves collecting and
converting data into numerical form so that statistical calculation can be =
made
and conclusions drawn and qualitative research is about recording, analyzing
and attempting to uncover the deeper meaning and significance of human beha=
vior
and experience, including contradictory beliefs, behaviors and emotions
This was a quasi-experimental design, because it
includes selecting groups, the experimental and the control one.
A quasi-experimental design is simply defined as n=
ot a
true experiment. This design does not have randomly assigned groups.
The population was Level Fourth students from the
Escuela Superior Politécnica de Chimborazo.
For this research four different methods were appl=
ied:
the scientific method to identify the problem in the English Center at Escu=
ela
Superior Politécnica de Chimborazo, with the purpose of implementing a
different method from the traditional one and improve Level Fourth students’
high order thinking skills. The deductive method to deduct general facts and
identify specific ones, for this research the related problems were conside=
red
to work on practical class activities, inferential thinking and discussion
activities and finally determine the existing problems in the English langu=
age
teaching in the English Center at Escuela Superior Politécnica de Chimboraz=
o.
The inductive method by applying the pre-test and post-test, the specific
problems of each student were identified to generalize the facts and phenom=
ena
through which possible solutions will be found to improve the current probl=
em.
The descriptive method through a logical process, it started with the facts=
and
phenomena description about the formulated problem. Then the data obtained
through the initial survey was tabulated and finally, the results of the
pre-test and post-test applied to the Level Fourth students will be analyze=
d.
For data collection the following instruments were
used: survey application to verify the presence of the problem, pre-test
application, design and application of inferential reading and online group
discussion strategies, post-test application, and satisfaction survey
application.
The results analysis techniques and procedures are:
organization of the information, pre-test collected information analysis,
analysis of the evidences collected from the students during the proposal
implementation, post-test analysis, tables, charts and graphs design,
statistical results analysis looking for objectives and hypothesis tendenci=
es
and drawn of conclusions.
Results
The three spec=
ific
hypotheses as well as the general hypothesis were accepted and proved. For =
the
analysis of results the Chi-square and t-student
tests were applied. According to the data gathered during the intervention =
for
the control and experimental groups and by interpreting the grades students
obtained before and after the intervention it could be proved that the flip=
ped
teaching method improves high order thinking skills development since the f=
inal
grade for the control group was 2,68 / 10,00 and for the experimental group
7,00 / 10,00.
Table
1. Control and Experimental Groups Post-Test Results
|
|
|
|
|
Control |
<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:150%;font-family:"Time=
s New Roman",serif;
mso-ansi-language:EN-US'>2,68 |
<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:150%;font-family:"Time=
s New Roman",serif;
mso-ansi-language:EN-US'>26,80% |
|
Experimental |
7,00 |
70,00% |
Source: =
Post-Test results
Author: Martha Lara
Discussion
The flipped teaching method has mostly been applied in science. Cher=
yl
Morris in her blog dedicated to help English teachers posted: “For people w=
ho
want to flip science or math, there are a wealth of resources available, bu=
t in
English there are not many people flipping and writing about it. I think it=
is
partially a problem of definition; there aren’t many people who can define =
what
English flipping looks like”
In Chap=
ter
10, English was made to flip, of the book “Flipped Learning: Gateway to Stu=
dent
Engagement” Bergmann and Sams focus on English
Teacher April Gudenrath and her story as she ad=
opted
flipped teaching and learning
This particular research results have not been
analyzed yet, but based on observation it could be said that student feel
challenged to try new methods and techniques which foster self-learning and
high order thinking skills development specially because flipped teaching is
part of blended learning and students like to work with technology and at t=
heir
own pace. By recording the grammar videos the researcher is providing stude=
nts
with a very practical tool, since they can watch them as many times as need=
ed
and in their home time.
Then, it can be concluded that by applying the fli=
pped
teaching method, first, students become conscious about the importance of s=
elf-study.
Second, students develop improve high order thinking skills and specifically
inferential thinking through reading. Third, through the use of a Virtual
Leaning Environment, students learn to be part of their knowledge building =
and
enjoy participating actively in online discussions and they can also apply =
all
the content worked on during the time of the proposal application. Finally,
students are open to new alternatives to improve their high order thinking
skills and English level.
Conclusions
·
The implementation of the flipped
classroom in the English as a Foreign Language with activities which gave m=
ore
emphasis to the high order thinking skills in the Bloom’s Taxonomy proved t=
o be
effective to obtain a notorious improvement in the students’ academic
performance; not only because their grades were higher at the end of the
intervention, but also because it was possible to foster analyzing, evaluat=
ing,
and creating.
·
In addition, one of the
characteristics of the flipped classroom is that students do not take homew=
ork
at home, they do homework in the classroom; therefore, the teacher is able =
to
monitor students task accomplishment and give immediate feedback and this f=
act
played an important role in student’s outcomes.
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PARA CITAR EL ARTÍCULO
INDEXADO.
Lara Freire, M., Lara
Freire, M., Rojas Yumisaca, W., & Rojas
El
artículo que se publica es de exclusiva responsabilidad de los autores y no
necesariamente reflejan el pensamiento de la Revista Ciencia Digital.
El artículo queda en propiedad de la revista y, por
tanto, su publicación parcial y/o total en otro medio tiene que ser autoriz=
ado
por el director de la Revista Cien=
cia
Digital.
[1] Escue=
la
Superior Politécnica de Chimborazo, Facultad de Salud Pública. Riobamba,
Ecuador. mlaraf@espoch.edu.ec
[2] Escuela Superior Politécnica de Chimborazo, Facul=
tad
de Informática y Electrónica. Riobamba, Ecuador. leticia.lara@espoch.edu.ec=
[3] Escuela Superior Politécnica de
Chimborazo, Facultad de Gestión del Transporte. Riobamba, Ecuador. wilson.r=
ojas@espoch.edu.ec
[4] Unidad Educativa Combatientes =
de
Tapi, Área de Lengua Extranjera. Riobamba, Ecuador. rosana.rojas@educacion.=
gob.ec
www.cienciadigital.org
=
Vol. 3, N°3.3, p. 210 - 219, septiembre, 2019