Fostering Conceptual Understanding of Photocatalysis for Sustainable Development: A Social Constructivism Flipped-Classroom Model DOI Open Access

Muhammad Naeem Sarwar,

Muhammad Adnan Maqbool, Shamim Ullah

и другие.

Sustainability, Год журнала: 2024, Номер 16(23), С. 10324 - 10324

Опубликована: Ноя. 26, 2024

Social constructivism theory embraces peer-to-peer communication that helps students understand, examine, and discern the process of knowledge construction. The Constructivism Flipped-Classroom Model (SCFCM) inverts traditional classroom paradigm by providing content outside class, often through online materials, devoting in-class time to active learning discussion. This study aims investigate impact SCFCM on conceptual understanding photocatalysis, a crucial in environmental science chemistry, particularly relation sustainability sustainable development. Photocatalysis, being self-sustained process, holds potential for addressing global challenges such as renewable energy pollution reduction, both which are central achieving development goals. A quasi-experimental pre-test–post-test design was employed at public sector university, involving forty-three (43) each flipped- non-flipped-classroom groups. Assessment tools, including pre- post-tests an interest survey, were used gauge students’ photocatalysis their degree interest. same chemistry teacher, one who had eight years teaching experience, taught analysis covariance (ANCOVA) results comparing performance showed significant difference experimental group compared control group. multivariate variance (MANOVA) results, however, revealed substantial differences attention, relevance, confidence, satisfaction between findings highlight improved complex concepts demonstrated its relevance development, offering valuable insights into this approach Science, Technology, Engineering, Mathematics (STEM) education, especially challenges.

Язык: Английский

Fostering Conceptual Understanding of Photocatalysis for Sustainable Development: A Social Constructivism Flipped-Classroom Model DOI Open Access

Muhammad Naeem Sarwar,

Muhammad Adnan Maqbool, Shamim Ullah

и другие.

Sustainability, Год журнала: 2024, Номер 16(23), С. 10324 - 10324

Опубликована: Ноя. 26, 2024

Social constructivism theory embraces peer-to-peer communication that helps students understand, examine, and discern the process of knowledge construction. The Constructivism Flipped-Classroom Model (SCFCM) inverts traditional classroom paradigm by providing content outside class, often through online materials, devoting in-class time to active learning discussion. This study aims investigate impact SCFCM on conceptual understanding photocatalysis, a crucial in environmental science chemistry, particularly relation sustainability sustainable development. Photocatalysis, being self-sustained process, holds potential for addressing global challenges such as renewable energy pollution reduction, both which are central achieving development goals. A quasi-experimental pre-test–post-test design was employed at public sector university, involving forty-three (43) each flipped- non-flipped-classroom groups. Assessment tools, including pre- post-tests an interest survey, were used gauge students’ photocatalysis their degree interest. same chemistry teacher, one who had eight years teaching experience, taught analysis covariance (ANCOVA) results comparing performance showed significant difference experimental group compared control group. multivariate variance (MANOVA) results, however, revealed substantial differences attention, relevance, confidence, satisfaction between findings highlight improved complex concepts demonstrated its relevance development, offering valuable insights into this approach Science, Technology, Engineering, Mathematics (STEM) education, especially challenges.

Язык: Английский

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