Students' Perceptions and Emotions toward Learning in a Flipped General Science Classroom

Autor/inn/en	Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina
Titel	Students' Perceptions and Emotions toward Learning in a Flipped General Science Classroom
Quelle	In: Journal of Science Education and Technology, 25 (2016) 5, S.747-758 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9630-8
Schlagwörter	Blended Learning; Science Instruction; Preservice Teacher Education; Technology Uses in Education; Educational Technology; Homework; Video Technology; Student Centered Learning; Foreign Countries; Student Attitudes; Emotional Response; Elementary Education; Interaction; Scores; Spain + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Schülerverhalten; Emotionales Verhalten; Elementarunterricht; Interaktion; Spanien
Abstract	Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80% of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01