The effectiveness of flipped learning strategy in the development of scientific research skills in procedural research course among higher education diploma students (original) (raw)
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Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates
Universal Journal of Educational Research, 2019
The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.
Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, 2017
Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students' interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.
Education is a basic right for students. Each student is entitled to receive good quality education. Universities around the world are constantly looking out for innovative ways to impart education to students. By using computers and computer applications in teaching the education sector has surely reaped the benefits of technology. However technology constantly undergoes an upgrade and educators need to be adept at incorporating new technology in their current pedagogies. This research focuses on demonstrating the effectiveness of using video clips as a pedagogical tool as compared to other traditional methods of teaching such as white board method and slideshows. Use of video clips in teaching has given rise to the flipped classroom model and this research aims to elucidate the benefits of this new teaching style. In flipped learning, part or all of direct instruction and explanation is delivered through videos and the class time is used for engaging students in collaborative, hands-on activities. The most meaningful learning in a flipped classroom occurs as a result of efficient use of the extra class time (Szparagowski, R. 2014). In order to determine the effectiveness of video usage in teaching both qualitative and quantitative data are explored in this study. In a research article published in the British journal of educational technology multiple studies on flipped learning in engineering education were critically appraised and summarized to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners. Their analysis yielded that flipped learning gained popularity amongst engineering educators after 2012. Review of 13 studies reported that students in the flipped classroom outperformed their counterparts in the traditional classrooms. This research article also mentioned the benefits and challenges of this approach. The benefits listed were flexibility, improvement in interaction, professional skills, and student engagement. Challenges included increased workload for faculty, student resistance, technical issues, decreased interest and neglected material. Students resisted this form of pedagogy because of having gone through a traditional approach throughout their educational career. The students felt overwhelmed when faced with a new approach that required them to actively participate in the learning process (Karabulut-Ilgu, A., Cherrez, N. J., & Jahren, C.T. 2017). Bishop & Verleger (2013) pointed out that despite differences among the studies documented about the flipped classroom model, general reports of student perceptions towards this model were relatively consistent. Opinions tended to be positive, but there were invariably a few students who strongly disliked the change. The study also highlighted that students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. The students preferred live in-person lectures to video lectures, but also liked interactive class time more than in-person lectures. Also shorter, rather than longer videos were preferred. Tune & Basile (2013) assessed the effectiveness of a traditional lecture-based curriculum versus a modified ―flipped classroom‖ curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Their research showed that students who were part of the flipped model scored significantly higher on the test compared to the students who were part of the traditional lecture-based curriculum. Based on their experience and responses obtained in blinded student surveys, they proposed that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Their findings support that the flipped classroom model is a highly effective means in imparting knowledge to graduate medical students.
2021
This study aimed to identify the impact of the flipped classroom strategy on developing Scientific Literacy and decision-making skills among classroom teacher students. The study sample consisted of 62 students of the Bachelor of Classroom Teacher at the University of Islamic Sciences 2020/2021, divided into an experimental group, and a control group. To achieve the objectives of the study, a teacher's guide was prepared according to the flipped classroom strategy, the chemical concepts test, the attitudes toward science scale, the scientific thinking test, and the decision-making scale, and the validity and stability of the study tools were verified. To answer the study questions, the arithmetic means and standard deviations of the two groups were calculated, and the accompanying analysis of variance ANCOVA was used to test the significance of differences in the arithmetic means of students in the experimental and control groups. The results showed the effectiveness of the flipped classroom strategy in developing Scientific Literacy (acquiring chemical concepts, scientific thinking, and attitudes towards science) and decision-making skills among the classroom teacher students, and the presence of a statistically significant difference at a level of α = 0.05 between the average performance of the study sample students in the experimental and control groups, attributed to the flipped classroom strategy for the students of the experimental group.
Effective Use of Flipped Classroom in Science Education
Zenodo (CERN European Organization for Nuclear Research), 2021
The Flipped classroom is an instructional strategy which provides additional data to the students to learn the concept before going to the classroom. This research paper includes the comparative stu science education content through Flipped classroom and traditional classroom. Two groups were formed based on admission in the academic year 2018 College of education for women. The student's enrollment in 2018 The students enrolled in the year 2018 students enrolled in the academic year 2019 both classrooms is 1. Developing a scientific attitude and scientific temper 2. Nurturing the natural curiosity, aesthetic sense and creativity in science 3. Acquiring the skills to understand the method and process In a traditional way of teaching the content was delivered through the lecture method to the students in the academic year 2018-2019 In a flipped classroom a video based on scientific attitude and temperament and written co natural curiosity, aesthetic sense, and various skills acquisition techniques data was provided to the students to study at home and the content was discussed through online mode using Google meet, enlarging the various ways of development of scientific attitude and inculcation of scientific temperament. Activities were conducted through online mode for nurturing natural curiosity. Skill acquisition skills were discussed through online mode in the academic year 2019-2020 The objective type test was conducted in both the years for the evaluation. The result is calculated with the help of statistical tools mean, standard deviation and 't' test.
Flipped Classroom Implementation in Science Teaching
International Online Journal of Education and Teaching, 2020
Along with the fast development in the internet technologies, every day new learning and teaching approaches are introduced and implemented. In this context, the aim of this research is to reveal the effect of Flipped Classroom model on the academic success of the students for the subject of Interaction of Matter with Heat of 8th grade Science course and opinions of students on the Flipped Classroom Model. Study group of the research consists of a total of 63 8th grade students, studied in a state middle school located in the central part of city of Konya during the 2017-2018 school year. In the research, mixed method, a method that allows integration of research results via utilization of quantitative and qualitative data collection methods conjointly is used. As the quantitative data collection tool, "Success Test" developed by a group of four, consisting of four professionalist science teachers and researchers, and as the qualitative data collection tool, "Semi-Structured Review" form, developed by the researcher have been used. In the research, a quasi-experimental design with a posttest control group has been used. As the result of the research; It was concluded that the academic achievement of the experimental group was statistically significant and positively higher than the control group. Students consisting the experimental group has expressed that with the flipped classroom application, their success and their participation to the class has improved and they found this method to be more fun than listening to the lecturing as per the current program requires. Also, the students have stated their absence of internet access at home and the problems they encounter due to hardware inadequacies of their computers are the drawbacks of the implementation.
European Journal of Educational Research
Scientific literacy is a critical competency for people to take an essential role in science, technology, and social advancement. It is important to note that this competence is still a problem for most students worldwide. Therefore, this study analysed students' scientific literacy differences between a project-based learning flipped classroom (PjBL-FC) and a project-based learning (PjBL) class assisted by learning resources in wetlands environments. This quasi-experimental study used a non-equivalent control group design involving Class X Senior High School as the sample. The data were inferentially analysed by t-test. The results showed that the scientific literacy of students in the class that applied the PjBL-FC was better than those who applied only PjBL. Furthermore, all the indicators reach the high to very high category except the ability to propose a hypothesis, which is in the medium category. It was concluded that flipped classroom makes the PjBL take place more effi...
The Effect of Flipped Learning Approach on Academic Achievement: A Meta-Analysis Study
This study aims to examine the effect of the flipped learning approach on academic achievement through meta-analysis method. The study consists of the published articles in scientific journals, master's and doctoral theses which have the necessary statistical data. The studies were obtained from various databases such as “EBSCOhost, ProQuest, JSTOR, Google Scholar, Turkish Academic Network and Information Center (TUBITAK ULAKBIM) Social Sciences Database, Turkish Council of Higher Education National Thesis Center and ERIC” by using keywords such as “flipped classroom”, “flipped learning”, “academic achievement”. Within the scope of inclusion criteria, 55 studies were obtained. The data set was determined as 80 since the effect of the flipped learning approach on academic achievement was analysed separately for each course in some studies. The results of the study reveal that there is a positive effect of the flipped learning approach on academic achievement compared to traditional learning approach. Besides, there is not a significant difference according to the implementation period. The effect of flipped learning on academic achievement is higher in small groups, and there is a significant difference between the groups according to being national/international.