Literaturnachweis - Detailanzeige
| Autor/inn/en | Al Yousef, Mohammed Bader; Naanah, Ibrahim Ali; Al Khazam, Awad Mufleh |
|---|---|
| Titel | The Perceptions of King Abdullah II School for Excellence Teachers about the Importance of Using Flipped Learning for the Development of Students' Reflective Thinking in Jordan |
| Quelle | In: Educational Research and Reviews, 13 (2018) 11, S.406-416 (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1990-3839 |
| Schlagwörter | Teacher Attitudes; Teaching Methods; Blended Learning; Foreign Countries; Excellence in Education; Reflection; Questionnaires; Thinking Skills; Skill Development; Intellectual Disciplines; Educational Technology; Conventional Instruction; Statistical Analysis; Jordan |
| Abstract | The study aims to reveal the perceptions of King Abdullah II School for Excellence teachers about the importance of using flipped learning in developing the reflective thinking of their students in Jordan. The population of the study consists of 227 male and female teachers. The sample of the study consists of 180 teachers: 87 males and 93 females selected using simple random method from the study society during the second semester of 2016/2017 session. The study tool, questionnaire used containing 50 items was divided into 5 stages: critical vision, detection of fallacies, give of convincing explanations, and suggestion of solutions. The study showed that the teachers' perception of using flipped learning in developing their students' reflective thinking was high in different disciplines; and there were significant differences in their perceptions based on their gender and experience. Lack of differences in their perceptions depends on specialization variable. From the findings of the study, the researchers presented a set of recommendations. (As Provided). |
| Anmerkungen | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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