Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, Oct 28-30, 2016).

Autor/inn/en	Katsa, Maria; Sergis, Stylianos; Sampson, Demetrios G.
Titel	Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, Oct 28-30, 2016).
Quelle	(2016), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blended Learning; Mathematics Education; Algebra; Quasiexperimental Design; Action Research; Educational Benefits; Outcomes of Education; Experimental Groups; Control Groups; Learning Motivation; High School Students; Foreign Countries; Student Improvement; Learning Activities; Case Studies; Scaffolding (Teaching Technique); Data Analysis; Secondary School Mathematics; Greece + Suchen Sie Ihr Suchwort? Mathematische Bildung; Projektforschung; Bildungsertrag; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Lernaktivität; Case study; Fallstudie; Case Study; Auswertung; Griechenland
Abstract	The Flipped Classroom model (FCM) is a promising blended educational innovation aiming to improve the teaching and learning practice in various subject domains and educational levels. However, despite this encouraging evidence, research on the explicit benefits of the FCM on K-12 Mathematics education is still scarce and, in some cases, even inconclusive. Thus, the contribution of this paper is to present an action research for investigating the impact of FCM in K-12 Math (Algebra) teaching and learning in order to support and extend the narrow existing pool of works. The action research was based on a quasi-experimental design (using an experimental-control group protocol), with a sample of 40 students, for a full semester of the school year. The results provide evidence for potential advantages in students' cognitive learning outcomes (on knowledge of subject domain), students' level of motivation, as well as better use of teaching time during the face-to-face school-based sessions. [For full proceedings, see ED571332.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01