Merging Flipped Classroom Approaches with the 5E Inquiry Model: A Design Heuristic

Autor/inn/en	Schallert, Stefanie; Lavicza, Zsolt; Vandervieren, Ellen
Titel	Merging Flipped Classroom Approaches with the 5E Inquiry Model: A Design Heuristic
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 6, S.1528-1545 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schallert, Stefanie) ORCID (Lavicza, Zsolt) ORCID (Vandervieren, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1831092
Schlagwörter	Mathematics Instruction; Flipped Classroom; Inquiry; Faculty Development; Online Courses; Mathematics Teachers; Secondary School Teachers; Lesson Plans; Student Centered Learning; Educational Technology; Foreign Countries; Homework; Austria + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Flipped classrooms; Flip teaching; Inverted teaching; Online course; Online-Kurs; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtsmedien; Ausland; Hausaufgabe; Österreich
Abstract	Most often, flipped classroom approaches in science and mathematics classrooms follow a traditional approach to teaching, where students receive direct instruction as homework and have to apply and deepen their knowledge in a follow-up lesson. Little is known about the arrangements of in-class and out-of-class phases fostering learning through inquiry in flipped classroom scenarios. To support teachers' lesson planning practices, we developed a design heuristic for flipped classroom scenarios based on the 5E inquiry model. We implemented this design heuristic in an online professional development course for secondary mathematics teachers and collected 18 lesson plans. To explore how participating teachers adopted the design heuristic in their lesson plans, we conducted a document analysis on our data. We identified the following three major categories: (a) pre out-of-class phases to engage students, (b) in-class phases for student-centred learning activities and (c) post out-of-class phases for consolidation. Furthermore, we analysed lesson plans with the 5E model scoring instrument. Findings indicate that teachers' lesson plans were mainly in line with the 5E model, but most participants struggled with selecting appropriate assessment techniques. Based on the analysis, this paper discusses revision decisions regarding the proposed design heuristic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01