Research about new methodologies

“In Search of a Unified Theory of the New Methodologies for the 21st Century” project

How students learn better contents and how they increase more 21st

century Skills.

We assess these improvement both in short-term memory and long-term memory.

RESEARCH TOPIC

WEB 2.0

DIGITALGAME-BASED

LEARNING

TRADITIONALSTYLE

COOPERATIVELEARNING

Based on a population sample, we seek to

analyze and check the effectiveness of 4

of the most used methodologies in

classrooms in the 21st Century.

The final goal is to find a common criteria

that allows us to build a strategy up

for the effective use of such

methodologies and to guide the basis of a

unified methodology for the 21st century

teaching.

Research objective

CONTENTS WE WANT STUDENTS TO LEARN

SKILLS WE WANT STUDENTS TO IMPROVE: Science, 1st Grade.

SKILLS WE WANT STUDENTS TO IMPROVE: Physics and Chemistry, 8th grade

SKILLS WE WANT STUDENTS TO IMPROVE: Philosophy, 11th grade

GROUPS

METHODOLOGY

METHODOLOGIES

ASSESSMENT

All students have the same time and all of them fill the assessment text at the same time

Students are divided in 4 groups.

It is done randomly

Each group will work with a different methodology.

They don´t choose.

The methodologies are: 1- Cooperative learning

2. Digital Game-based Learning3. Traditional style4. Web 2.0 tools

METHODOLOGY

No student had previously worked the contents of the

research.

COOPERATIVE LEARNING

A worksheet was prepared by the teacher so that, by doing it, students had to research and understand the contents expected to be learnt.

• Science, 1st Grade: Students had to do 2 exercises, with 2 different cooperative informal techniques: 1-2-4 and Revolving sheet.

• Physics and Chemistry, 8th Grade: Students worked and understood the contents with one activity that followed the cooperative informal techniques experts groups.

• Philosophy, 11th Grade: Students had to do 3 exercises, with 3 different cooperative informal techniques (1-2-4, Pencils to the center and Revolving sheet.

Through the exercises students had to compare, relate, interpret and understand.

The teacher didn´t explain anything to students, they learnt all by working together.

COOPERATIVE ACTIVITY

COOPERATIVE ACTIVITY: Science, 1st grade

COOPERATIVE ACTIVITY: Physics and Chemistry, 8th grade

Experts GroupsCooperative technique.

COOPERATIVE ACTIVITY: Philosophy, 11th grade

Philosophy: The teacher created a videogame with all the contents of the unit. Students played it individually as many times as they wanted. The game has a duration of 20-25 minutes.

Physics and Chemistry: The teacher used some interactive simulations of University of Colorado about light and radiation. Pupils worked with the simulations during 20 minutes.

Science: Students learnt the contents through an interactive game hosted in Learn English Kid and carried out by the British Council.

The teacher didn´t explain anything to students, they learnt all by playing.

DIGITAL GAME-BASED LEARNING ACTIVITIES

DIGITAL GAME-BASED LEARNING ACTIVITIES

DIGITAL GAME-BASED LEARNING ACTIVITIES

DIGITAL GAME-BASED LEARNING ACTIVITY

WEB 2.0 TOOLS

Science, 1st grade: Students had to do 8 exercises with Wizer.me Tool. In these activities they had to relate, match, watch didactic videos, organize, write and draw about the contents.

Physics and Chemistry, 8th grade: Students had to choose any Web 2.0 tool and create a presentation-abstract about the contents of the unit .

Philosophy, 11th grade: Students had to choose any Web 2.0 tool and create a presentation-abstract about the contents of the unit . They also had to make a mind-map with a Web 2.0 tool.

The teacher didn´t explain anything to students, they learnt all by researching and working with 2.0 tools.

WEB 2.0 ACTIVITY

WEB 2.0 ACTIVITY: Science, 1st grade.

WEB 2.0 ACTIVITY: Physics and Chemistry, 8th grade.

WEB 2.0 ACTIVITY: Philosophy, 11th grade.

TRADITIONAL METHODOLOGY

The teacher explained all the contents with a blackboard and a chalk, trying to do it in the better way, with examples, clarifications…

TRADITIONAL EXPLANATION

The text evaluated bothcontents and skills

Contents were 18 pointsand skills were 18 pointstoo

It was done 4 times:I-II To see what they knew beforethe lessonIII- To evaluate short-term memoryIV- To evaluate long-term memory

Short-term memory was donejust after the activities.Long term memory 48 hoursafter the activities

THE ASSESSMENT A sheet of rubrics wasdesigned to correct thetext.

ASSESSMENT TEXT, 1st Grade, Science

ASSESSMENT TEXT, 8th Grade, Physics & Chemistry

ASSESSMENT TEXT, 11th Grade, Philosophy

RUBRICS 1st GRADE, Science

RUBRICS 8TH GRADE, Physics & Chemistry

RUBRICS 11th GRADE, Philosophy

WHAT HAPPENS WITH THE RESULTS?

We have studied and compared all the data, calculating medias, and finding the following results…

Building results…

Calculating skills acquisition…

Calculating learnt content…

Outcomes in short-term memory…

Outcomes in long-term memory…

11th Grade

SHORT-TERM MEMORY CONTENTS

1st Grade

8th Grade

1st Grade 11th Grade

8th Grade

SHORT-TERM MEMORY SKILLS

TOTAL AMOUNT OF ADQUIRED KNOWLEDGE: SHORT-TERM MEMORY

1st Grade 11th Grade

8th Grade

LONG-TERM MEMORY CONTENTS

11th Grade8th Grade

LONG-TERM MEMORY SKILLS

11th Grade8th Grade

TOTAL AMOUNT OF ADQUIRED KNOWLEDGE: LONG-TERM MEMORY

11th Grade8th Grade

DGBL

9,1 12,6 (+3,5)

Cooperative

6,4 8,4 (+2)

Web 2.0

7,3 8,2 (+0,9)

Traditional

8,6 7,1 (-1,5)

Knowledge Evolution

The traditional methodology doesn´t look bad (2nd place) when welook upon the contents students acquire at the moment (short-term memory). However, in the long-term results the three activemethodologies surpass the traditional methodology.

Web 2.0, cooperation and gamification help studentsto have a significantly knowledge (developing skillslike relating, comparing, arguing, clasifying… ).

Cooperative learning have some critical problems. Somestudents learn a lot and some others nearly nothing.

Some conclusions

All the active methodologies have better results with long-termmemory than with short-term. It´s like if they had processed theinformation after a time and they can use better theknowledge.

The best of these four methodologies to learn contentsand also skills (both short and long term memory) isDigital Game-Based Learning. At least in this study.

AND NOW… WHAT? ( FUTURE PERSPECTIVES)