Flipping the Science Classroom: Exploring Merits, Issues and Pedagogy

Autor/in	Ng, Wan
Titel	Flipping the Science Classroom: Exploring Merits, Issues and Pedagogy
Quelle	In: Teaching Science, 60 (2014) 3, S.16-27 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Science Instruction; Classroom Techniques; Teaching Methods; Educational Practices; Educational Strategies; Educational Technology; Instructional Effectiveness; Educational Theories; Performance Factors; Learning Strategies; Demonstrations (Educational); Instructional Innovation; Program Implementation; Blended Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Unterrichtsmedien; Unterrichtserfolg; Educational theory; Theory of education; Bildungstheorie; Leistungsindikator; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Educational Innovation; Bildungsinnovation
Abstract	Educators are continually being challenged to think about how best to integrate digital technologies meaningfully and effectively in their classrooms. A current trend in educational technology which has the potential to enable this in a pragmatic manner is the flipped classroom concept. This paper aims to explore the idea in Science teaching and learning, and examine its merits, issues and pedagogical implications. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01