{"componentChunkName":"component---src-templates-blog-inner-jsx","path":"/blog/science-behind-buildup","result":{"pageContext":{"post":{"enabled":true,"featured":false,"views":306,"id":6,"key":"science-behind-buildup","excerpt":"Remember the last time you went for a health checkup? It probably looked something like this: the doctor asked you about your symptoms and sent you for some medical tests. Using the results","content":"

Remember the last time you went for a health checkup? It probably looked something like this: the doctor asked you about your symptoms and sent you for some medical tests. Using the results, your doctor was able to make more precise decisions on his next steps — either send you to another professional, prescribe medications that went through clinical trials and proved their effectiveness, or say “you are healthy, hope I won’t need to see you again soon.” This is called evidence-based medicine, which began to establish itself in the 18th century and became the gold standard for medical care in the 20th century. Luckily for us, doctors make decisions based on real data, have professional standards and algorithms, and use all of their accumulated scientific knowledge to cure patients.

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Now, remember yourself at school, university, or another professional training course. In those experiences, how many times were you sure your teacher was “prescribing” you effective education, as well as testing and analyzing your progress, not just grading you? How often were teachers using knowledge in cognitive science, pedagogy, and psychology to support your learning? The recent trend that we are happy to be part of is evidence-based education. As more and more scientific papers and non-fiction books are asking how we can teach and learn better, we now have a basis for rationally constructing educational programs leading to more effective development.

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At BuildUp, we “prescribe” experiential learning to students, which is also often called “learning by doing” (Kolb, 2015). Experiential learning made a breakthrough in the science of learning because it:

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Here is David Kolb’s Learning Cycle, explaining the stages of experiential learning (picture 1). At BuildUp, we are creating a safe environment that prompts learners to go faster during that cycle, gaining many new experiences, conceptualizing them, and reflecting on them:

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Picture 1. David Kolb’s Learning Cycle (Kolb, 2015) 

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In addition to the conceptual framework of experiential learning, here are some more scientifically-proven approaches that we are using at BuildUp Bootcamp:

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Picture 2. Flipped Classroom presented on Bloom’s Taxonomy

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 Picture 3. Visualization of the difference in a Whole Task Approach

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Stay tuned and support us to see even more evidence-based educational methods — and better tech learning — implemented in BuildUp Bootcamp.

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References

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Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12. https://doi.org/10.1002/tl.37219966804 

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Bates B. (2016). Learning theories simplified : 100 theories and models from great thinkers...and how to apply them to teaching. SAGE Publications.

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Bennett, R. E. (2009). A critical look at the meaning and basis of formative assessment. Princeton, NJ: Educational Testing Service.

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De Witte, K., & Rogge, N. (2016). Problem-based learning in secondary education: evaluation by an experiment. Education Economics, 24(1), 58–82. https://doi.org/10.1080/09645292.2014.966061 

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Dyke, P., Jamrozik, K., & Plant, A. J. (2001). A randomized trial of a problem-based learning approach for teaching epidemiology. Academic Medicine, 76(4), 373–379. https://doi.org/10.1097/00001888-200104000-00016 

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Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomized experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177/1469787415616726 

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Gan, B., Zhang, C., Wang, R., & Deng, F. (2020). Research on the Design and Application of complex skill Learning based on TPACK Theory and 4C/ID Model. Proceedings - 2020 International Conference on Computer Engineering and Application, ICCEA 2020, 699–702. https://doi.org/10.1109/ICCEA50009.2020.00152 

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Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008 

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Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3 

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Kolb, D. A. (2015). Experiential learning : experience as the source of learning and development. 

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Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006 

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Merriënboer, J. J. G. van, & Education, L. K. S. E.-W.-T. M. in. (2007). Whole-Task Models in Education. In Handbook of Research on Educational Communications and Technology. Routledge. https://doi.org/10.4324/9780203880869.ch35 

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Merriënboer, J. J. G. (2007). Ten Steps to Complex Learning. In Ten Steps to Complex Learning. https://doi.org/10.4324/9781410618054 

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Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y 

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