Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom

Autor/in	Jong, Morris Siu-Yung
Titel	Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.306-322 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Blended Learning; Technology Uses in Education; Educational Technology; Homework; Video Technology; Teaching Methods; Inquiry; Scaffolding (Teaching Technique); Self Efficacy; Liberal Arts; Quasiexperimental Design; Instructional Effectiveness; Comparative Analysis; Grade 11; High School Students; Foreign Countries; Statistical Analysis; Surveys; Knowledge Level; Tests; Interviews; Experimental Groups; Control Groups; Questionnaires; Hong Kong + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Statistische Analyse; Survey; Umfrage; Befragung; Wissensbasis; Examination; Prüfung; Examen; Interviewing; Interviewtechnik; Fragebogen; Hongkong
Abstract	The "flipped classroom" is an educational strategy about inverting the traditional use of in-class time for conducting lower-level learning activities and out-of-class time for conducting higher-level learning activities. "Guided social inquiry learning" (GSIL), which is a scaffolded constructivist pedagogic approach, has been conventionally adopted in learning and teaching of "Liberal Studies" (a "young" core senior secondary subject of social and humanities education in Hong Kong). In this research, we aimed to integrate the idea of the flipped classroom into the process of GSIL for promoting students' learning achievement and self-efficacy in studying Liberal Studies. Apart from delineating the pedagogic design of the proposed "'flipped' social inquiry learning" ("FSIL") approach, this paper also reports our quasi-experimental study on investigating the pedagogic effectiveness of FSIL in comparison with GSIL. There was a total of 215 Grade-11 students from top, middle, and bottom academic-banding schools participating in this study. Results indicated that, compared to the conventional approach, FSIL had different degrees of positive effects on the high, moderate, and low academic-achieving participants. The findings provide grounds for further studying a wider adoption of the flipped classroom in social and humanities education, as well as in constructivist learning and teaching activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01