The Flipped Classroom Approach in High School Psychology: An Action Research Study

Autor/inn/en	Ritter, Nicole; Arslan-Ari, Ismahan
Titel	The Flipped Classroom Approach in High School Psychology: An Action Research Study
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 67 (2023) 2, S.245-259 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan-Ari, Ismahan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00789-8
Schlagwörter	Social Sciences; Student Motivation; High School Students; Student Attitudes; Flipped Classroom; Teaching Methods; Active Learning; Cooperative Learning; Psychology; Learning Processes; Learning Activities; Introductory Courses; Course Content; Pretests Posttests; Time Management; Lesson Plans + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Kooperatives Lernen; Psychologie; Learning process; Lernprozess; Lernaktivität; Einführungskurs; Kursprogramm; Zeitmanagement; Lesson planning; Unterrichtsplanung
Abstract	The flipped classroom approach has grown in various disciplines; however, only few research studies are conducted in social sciences at K-12 settings. This action research investigated the impact of implementing a flipped classroom approach on students' motivation and learning the content knowledge in a suburban high school introductory psychology course. Also, students' perceptions about the effectiveness of a flipped classroom approach was explored. Data were collected from 58 high school students using teacher-made pre- and post-tests, student surveys, interviews and exit slips. Results indicated that student motivation, perceptions, and effectiveness of learning are supported in the flipped classroom due to increased opportunities for collaboration, review, and the incorporation of active learning. Implications for psychology teachers and other social science high school teachers were discussed, including extensive planning, allocation of class time for active learning activities, and preparation of students for becoming active learners. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01