Open AccessThe time in science: an interdisciplinary laboratorial approach
Author(s) -
Vera Montalbano,
Alessia Castellini,
Alessandro Donati,
Daniela Marchini,
E. Mariotti,
Maria-Alessandra Mariotti,
Antonella Porri,
Bruno Fonseca Rossi,
Alice Severi,
Mauro Sirigu,
S. Veronesi
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1286/1/012057
Subject(s) - flipped classroom , mathematics education , class (philosophy) , context (archaeology) , active learning (machine learning) , critical thinking , problem based learning , constructivism (international relations) , teaching method , computer science , pedagogy , psychology , artificial intelligence , paleontology , international relations , politics , political science , law , biology
In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.