Determining Useful Tools for the Flipped Science Education Classroom

Autor/in	MacKinnon, Gregory
Titel	Determining Useful Tools for the Flipped Science Education Classroom
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 15 (2015) 1, S.44-55 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Science Education; Educational Practices; Educational Technology; Longitudinal Studies; Asynchronous Communication; Lesson Plans; Constructivism (Learning); Qualitative Research; Statistical Analysis; Teacher Interns; Teaching Methods; Likert Scales; Online Surveys; Interviews; Instructional Material Evaluation; Instructional Materials; Multimedia Instruction; Multimedia Materials; Preservice Teacher Education; Elementary School Science; Blended Learning; Action Research; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungspraxis; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesson planning; Unterrichtsplanung; Qualitative Forschung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Interviewing; Interviewtechnik; Lehrmaterial; Lehrmittel; Multimediales Lernen; Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Ausland; Kanada
Abstract	This paper reports the results of a 3-year longitudinal study on the perceived utility of supplying elementary science teacher interns with four asynchronous tools to assist them in creating their first lesson plan of a constructivist nature. The research accessed qualitative and quantitative measures to sample intern reaction to the notion of a flipped classroom. As cited by the Flipped Learning Network (FLN, 2014), "Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter." Of the flipped resources supplied to support the constructivist lesson framework of Driver and Oldham (1986), students found the handbook on formative assessment strategies to be the most helpful. Overall the implementation of the four supplemental resources in a flipped classroom mode culminated in at least 10% better grades on the first lesson plan (over 3 years) by comparison to the 2 years prior to the intervention. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01