Implementing a Flipped Classroom: A Case Study of Biology Teaching in a Greek High School

Autor/inn/en	Gariou-Papalexiou, Angeliki; Papadakis, Spyros; Manousou, Evangelia; Georgiadu, Irene
Titel	Implementing a Flipped Classroom: A Case Study of Biology Teaching in a Greek High School
Quelle	In: Turkish Online Journal of Distance Education, 18 (2017) 3, Artikel 3 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Foreign Countries; Case Studies; Biology; Science Instruction; Secondary School Science; Junior High School Students; Educational Technology; Technology Uses in Education; Homework; Video Technology; Action Research; Qualitative Research; Time Management; Student Participation; Integrated Learning Systems; Teaching Methods; Student Surveys; Student Attitudes; Blended Learning; Greece + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Projektforschung; Qualitative Forschung; Zeitmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Schülerverhalten; Griechenland
Abstract	The purpose of this study was to investigate the application of the model of the "flipped classroom" as a complementary method to school distance education in junior high school Biology. The "flipped classroom" model attempts a different way of organizing the educational process according to which the traditional methods of learning at school and studying at home are interchanged, the learners' active involvement is supported, their autonomy is reinforced, ICT is utilized and learning occurs partially by distance (blended learning). We performed an action research implementing flipped classroom in Biology teaching in a class of 17 students attending the 1st year of junior high school. The educational platform used was the Learning Activity Management System (LAMS). The findings were evaluated qualitative rather than quantitative, and can provide evidence about the prevailing situation. During the action research, it became evident that time management in the classroom was improved. Furthermore, it was observed that students' involvement in the educational process was also improved. Students had already familiarized themselves with the cognitive aspect of the lesson before entering the class and they considered the learning process as an individual affair which does not only depend on the teacher. The implementation of digital activities accomplished by distance led to taking action and initiative and finally to active learning. School distance education combined with the radical development of ICT can be complementary with the use of various methods, like the "flipped learning," and give a new perspective and potential to the limited choices of conventional education in the Greek educational system which is worth further investigation. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01