Flipped Classroom model allows to integrate different types of methodologies when dealing with an issue in class. And so we have done in the subject of Biology 4th year to address the issue of inheritance.
The first day, the teacher brought students in the classroom and took them to the cloister they have at school for start living in situ experience father of genetics, Gregor Mendel. “In the cloister, I explained a little Mendel’s life and how a person like any of them could get to make a lot of research. With the application Midemapas I showed them the space they really occupy the garden in which Mendel He cultivated his peas. Before proceeding with the session, I gave them a pea pod with each of my students. I think it was the first time they had one in hand. They opened it and watched peas are arranged inside. I also told them they could try them, they were very rich. They like me.” After this introduction, the students went to the computer room to cultivate and harvest peas thanks to Pea Genetics, of Newbyte program. This software simulates crosses with a high degree of realism. This step of learning by doing, Learning by Doing, greatly enhances learning, as students experience firsthand a research process. “The teacher told us what features should have plants that we had to cross, they were the same that took into account Mendel and more or less the idea of the professor was
us to see everything he did Mendel during their experiments and
from obtaining the same results as him. And all that we did without even having studied its laws ” In all, 25 students of Biology peas harvested nearly 11,000. And the results and statistics titrations came faithfully reflected which obtained Mendel. “It was a way to start the topic did not expect. We knew nothing about Mendel’s laws, or crosses, or peas or characters. When then we saw the video of the lesson at home, we tie ends and understood better the conclusions reached by Mendel ” After students saw home video-flipped explaining the lesson, they dedicated classroom time to address concerns and to solve exercises and problems of genetics. To do this, the teacher made them work in pairs following the model of teaching by peers or Peer Instruction, Eric Mazur, giving them time to solve each exercise. “The idea was that when one of us was over, left a minute or so to his companion Upon completion of that time, who knew more explained how to solve the problem to your partner. This process, under the
teacher supervision, she was completed with the resolution of problems on the blackboard for the whole class. Working in this way gives very good results as they are the students themselves they just understand how to solve problems that have those who teach their peers, so they have a way of explaining more
close and understandable for peers that we can have teachers since we have seated knowledge very and sometimes costs you see the
they have difficulty at first to understand the exercises. The theme contemplated a final paragraph: groups, should develop a video in which they had to explain Mendel’s biography. Knowing your life helps a lot to students better retain the concepts and ideas proposed by the researcher and to understand much more deeply, the points of the topic, because they see that they are people like them, with their joys and problems.