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Formación universitaria

versión On-line ISSN 0718-5006

Resumen

RIVERO-GUERRA, Aixa O.. Impact of Three Teaching Models in University General Botany Courses on the Academic Results of Students. Form. Univ. [online]. 2019, vol.12, n.3, pp.67-80. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062019000300067.

Three models for the teaching of the General Botany course delivered during the first semester of the Agricultural Engineering career at the Amazonian State University (Ecuador) are evaluated. The learning styles and strategies of the 29 enrolled students are determined, as well as the effect of the pedagogical model on their grades. Three Units have been developed for this teaching plan using different methodologies: i) The Cell (traditional model), ii) Vegetable Tissues (mixed model), and iii) Organography and Systems for the Dispersion of Pollen, Fruits and Seeds (the flipped classroom model). The preferred teaching model is the reflexive one, which gives a good balance between pragmatic, theoretical and practical students. The methodology of flipped classroom yields a significant impact in the development of academic results, which satisfied the students during the whole semester. The cooperative, in-depth, and autonomous learning strategies are in the first phase of development.

Palabras clave : learning styles; learning strategies; formative evaluation; summative evaluation; flipped classroom.

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