Blended Learning on WeChat Platform-Based SPOC in Lower-Secondary School Science Teaching

Autor/inn/en	Xu, Tugen; Xu, Jiaying; Xu, Xiaoqing; Lu, Jijian
Titel	Blended Learning on WeChat Platform-Based SPOC in Lower-Secondary School Science Teaching
Quelle	In: Journal of Baltic Science Education, 22 (2023) 4, S.701-718 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lu, Jijian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Blended Learning; Social Media; Information Technology; MOOCs; Online Courses; Small Classes; Secondary School Science; Science Instruction; Instructional Design; Middle School Students; Scores; Teaching Models; Science Achievement; Outcomes of Education; Foreign Countries; China + Suchen Sie Ihr Suchwort? Soziale Medien; Informationstechnologie; Online course; Online-Kurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrmodell; Lernleistung; Schulerfolg; Ausland
Abstract	This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students' classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students' independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01