Idioma:

The effects of cooperative flipped learning on science achievement and motivation in high school students

Lee, Gyeong-Geon ; Jeon, Young-Eun ; Hong, Hun-Gi

International journal of science education, 2021-06, Vol.43 (9), p.1381-1407 [Periódico revisado por pares]

London: Routledge

Texto completo disponível

Citações Citado por

Enviar para

Título:
The effects of cooperative flipped learning on science achievement and motivation in high school students
Autor: Lee, Gyeong-Geon ; Jeon, Young-Eun ; Hong, Hun-Gi
Assuntos: Achievement ; Candidates ; Chemistry ; Comparative Analysis ; Conventional Instruction ; cooperative flipped learning ; Cooperative Learning ; Curricula ; Educational Benefits ; Flipped Classroom ; Flipped learning ; Foreign Countries ; High School Students ; instructional system design ; Integrated Curriculum ; Learning Motivation ; Lecture Method ; Mixed methods research ; mixed-method study ; Motivation ; Qualitative research ; Quantitative analysis ; Science Achievement ; Science Curriculum ; Science Instruction ; Secondary school students ; Secondary schools ; Student Attitudes ; Students ; Teaching Methods ; Time Management
É parte de: International journal of science education, 2021-06, Vol.43 (9), p.1381-1407
Descrição: In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 lessons over about 4 weeks. In our research design, we paid particular attention to controlling the overall learning time in both the pre- and in-class contexts of the three groups. Our quantitative analysis confirmed that CFL positively affected motivation, but it negatively affected achievement. SFL showed the opposite results. In qualitative analysis, video watching in FL was rated satisfactorily in most cases, but some students reported that they lacked time. CFL inherited both the pros and cons of cooperative learning with regard to in-class interaction, and the effects of SFL depended on individual students' learning abilities. As a consequence, the balance between pre- and in-class learning should be considered carefully when implementing FL, and lab sessions are suitable candidates for this instructional system.
Editor: London: Routledge
Idioma: Inglês

Links

View record in ERIC

Voltar para lista de resultados

Realização: Logos de Redes Sociais:

The effects of cooperative flipped learning on science achievement and motivation in high school students

Lee, Gyeong-Geon ; Jeon, Young-Eun ; Hong, Hun-Gi

London: Routledge

Buscando em bases de dados remotas. Favor aguardar.