The Study of Flipped-Classroom for Pre-Service Science Teachers

Autor/inn/en	Jeong, Jin Su; Cañada-Cañada, Florentina; González-Gómez, David
Titel	The Study of Flipped-Classroom for Pre-Service Science Teachers
Quelle	In: Education Sciences, 8 (2018), Artikel 163 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jeong, Jin Su) ORCID (González-Gómez, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Educational Technology; Technology Uses in Education; Blended Learning; Teaching Methods; Homework; Video Technology; Preservice Teachers; Science Teachers; Student Attitudes; Academic Achievement; Foreign Countries; Science Education; Performance; Grades (Scholastic); Spain + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Schulleistung; Ausland; Naturwissenschaftliche Bildung; Achievement; Leistung; Notenspiegel; Spanien
Abstract	The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01