Team-based learning in general chemistry: theoretical bases and research
DOI:
https://doi.org/10.17561/ae.v23n1.6022Keywords:
cooperative learning, flipped classrooms, Team-Based learning, teacher trainingAbstract
This article aims to reflect on the journey through the most important theoretical foundations for understanding the methodological approach of Team-Based Learning (TBL), as well as its essential elements, its practical implementation aspects and an approach to background research on the methodology. It also presents the narrative of a particular experience in the framework of chemistry teacher training at the Artigas Teachers Institute (IPA) of the Education Training Council (CFE), Montevideo, Uruguay and a small research related to it. Finally, a synthesis of discussion and conclusions is made, in which the benefits for teacher training are highlighted, as well as the need for a deeper research that gives greater support to its application.
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