EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE

Jin Su Jeong; David González-Gómez; M. Carmen Conde-Núñez

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EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE

Title	EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE
Publication Type	Journal Article
Year of Publication	2019
Authors	Jeong, JS, González-Gómez, D, Conde-Núñez, CM
Journal	Journal of Baltic Science Education
Volume	18
Issue	6
Start Page	880-891
Pagination	Continuous
Date Published	December/2019
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	engagement, flipped-classroom, R-SPQ-2F, science learning, study approach, sustainable education
Abstract	The students’ engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students’ engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the “Atmospheric Pollution” course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students’ number reaching higher “deep approach” in their learning increased at the course end, while it can be observed that the students’ number marking “surface approach” below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students’ engagement in the flipped sustainable science education.
URL	http://oaji.net/articles/2019/987-1576226058.pdf
DOI	10.33225/jbse/19.18.880
Refereed Designation	Refereed
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