Powering up Flipped Learning: An Online Learning Environment with a Concept Map-Guided Problem-Posing Strategy

Autor/inn/en	Hwang, Gwo-Jen; Chang, Shao-Chen; Song, Yanjie; Hsieh, Min-Chuan
Titel	Powering up Flipped Learning: An Online Learning Environment with a Concept Map-Guided Problem-Posing Strategy
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 2, S.429-445 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12499
Schlagwörter	Flipped Classroom; Educational Environment; Electronic Learning; Concept Mapping; Class Activities; Thinking Skills; Learner Engagement; Cooperative Learning; Problem Solving; Instructional Effectiveness; Science Instruction; Grade 5; Elementary School Students + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Concept Map; Denkfähigkeit; Kooperatives Lernen; Problemlösen; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Scholars have suggested that flipped learning can be enhanced by designing effective in-class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step-by-step hints when conducting problem-posing activities. Therefore, this study proposed a multilevel concept mapping-based problem-posing strategy to assist students in completing the problem-posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy-five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map-guided problem-posing strategy for flipped learning (CMPP-FL), students in Group B used the problem-posing strategy-based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP-FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01