Peut-on dynamiser le travail des étudiants en Licence?

¿Se puede dinamizar el trabajo de los estudiantes de grado?

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Abstract
In this paper, we present a feedback of active pedagogy with flipped teaching, carried out with undergraduate students in Life Sciences (second year of bachelor's degree; University Paris-Saclay, France). In a teaching context where biology programs are very busy, our students are subjected to significant cognitive overload, associated with difficulties to sort out and mobilise information, and a global lack of scientific methodological training. How combining the necessary assimilation of knowledge, vocabulary and basic concepts and the acquisition of higher-level cognitive skills (to describe, analyse, interpret, represent, model, link facts together ...)? More generally, how can we motivate students, empower them in their learning and boost their work? Facing these questions, our educational team has been experimenting for several years with active and reverse learning at Master level. We wanted to assay its applicability in a bachelor's degree, where the success of the greatest number of students is a major issue for the university, while constituting one of its main challenges (Annoot, 2012). With the aim of reinforcing motivation, volition and cognition (Houart, 2017), we designed and deployed for two consecutive years, a hybrid pedagogical device based on the alternation of distant assimilation phases and face-to-face applications (Charlier et al., 2006). Analysis of its benefits, carried out through questionnaires submitted to students, indicates a very strong support on their part to the process, increased motivation to work and a feeling of methodological progress.
En este artículo, presentamos un retorno de experiencia sobre pedagogía activa mediante enseñanza invertida, llevada a cabo con estudiantes de grado en Ciencias de la Vida (segundo año de grado; Universidad París-Saclay, Francia). En un contexto docente donde los planes de estudio de biología son sumamente densos, nuestros estudiantes se ven sometidos a una sobrecarga cognitiva significativa, asociada a dificultades para seleccionar y movilizar la información, así como a una carencia general de formación metodológica científica. ¿Cómo combinar la necesaria asimilación de conocimientos, vocabulario y conceptos básicos con la adquisición de habilidades cognitivas de nivel superior (describir, analizar, interpretar, representar, modelizar, relacionar hechos entre sí...)? En términos más generales, ¿cómo motivar a los estudiantes, dotarlos de autonomía en su aprendizaje e impulsar su trabajo? Frente a estos interrogantes, nuestro equipo pedagógico ha venido experimentando durante varios años con el aprendizaje activo e invertido a nivel de máster. Quisimos evaluar su aplicabilidad en el nivel de grado, donde el éxito del mayor número de estudiantes representa una cuestión primordial para la universidad, al tiempo que constituye uno de sus principales desafíos (Annoot, 2012). Con el objetivo de reforzar la motivación, la volición y la cognición (Houart, 2017), diseñamos e implementamos durante dos años consecutivos un dispositivo pedagógico híbrido basado en la alternancia de fases de asimilación a distancia y aplicaciones presenciales (Charlier et al., 2006). El análisis de sus beneficios, realizado a través de cuestionarios administrados a los estudiantes, indica una adhesión muy sólida por su parte hacia el proceso, una mayor motivación para el trabajo y una percepción de progreso metodológico.
Reference Key
agnes0000peutonrevue Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Agnès, François;Leduc, Diane;Locker, Morgane;
Journal revue internationale de pédagogie de l’enseignement supérieur
Year 0000
DOI
DOI not found
URL
https://journals.openedition.org/ripes/5176
Keywords
chemistry Education Microbiology Biology (General) Engineering (General). Civil engineering (General) Technology Science Diseases of the circulatory (Cardiovascular) system Medical technology physics social sciences special aspects of education transportation and communications

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