Creative Challenge to Stimulate Student Engagement in Natural Science Education in Distance Learning
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| Title: | Creative Challenge to Stimulate Student Engagement in Natural Science Education in Distance Learning |
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| Language: | English |
| Authors: | Leticia Azambuja Lopes (ORCID |
| Source: | Pedagogical Research. 2024 9(1). |
| Availability: | Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: info@modestum.org; Web site: https://www.pedagogicalresearch.com/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Natural Sciences, Science Education, Learner Engagement, Distance Education, Undergraduate Students, Barriers, Creative Development, Theory Practice Relationship, Problem Based Learning, Critical Thinking, Learning Activities, Teacher Education, Artificial Intelligence, Technology Uses in Education, Student Attitudes |
| ISSN: | 2468-1989 2468-4929 |
| Abstract: | This article describes a study conducted in the discipline of "science education in nature", offered 100% in the distance learning mode, for undergraduate students in biological sciences and pedagogy. The aim was to develop a challenge that would stimulate students creativity and engagement. Through the virtual learning platform, students exchanged information and collaborated with each other. The challenge resulted in a significant increase in student engagement and facilitated the connection between theory and practice. The findings highlight the importance of strategies that promote engagement in distance learning, especially in the discipline in which it was applied. The challenge-based approach stimulates creativity, critical thinking, and the development of essential skills for teacher education in this field. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1415762 |
| Database: | ERIC |
| Abstract: | This article describes a study conducted in the discipline of "science education in nature", offered 100% in the distance learning mode, for undergraduate students in biological sciences and pedagogy. The aim was to develop a challenge that would stimulate students creativity and engagement. Through the virtual learning platform, students exchanged information and collaborated with each other. The challenge resulted in a significant increase in student engagement and facilitated the connection between theory and practice. The findings highlight the importance of strategies that promote engagement in distance learning, especially in the discipline in which it was applied. The challenge-based approach stimulates creativity, critical thinking, and the development of essential skills for teacher education in this field. |
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| ISSN: | 2468-1989 2468-4929 |
