예비 초등교사를 대상으로 플립러닝을 활용한 에너지 개념 교육의 효과 분석

Abstract

Herein, we analyze the effect of energy concept learning using flipped learning for preservice elementary school teachers. For 31 preservice elementary school teachers, a theory-oriented lecture class on the concept of momentum and a discussion-oriented flipped learning class on the concept of energy were conducted. For preconcept and postconcept tests, 25 questions from a concept test sheet (developed by Singh and Rosengrant) were translated into Korean and used. On average, preservice elementary school teachers exhibited lower improvement regarding the “energy concept” item than that regarding the “momentum concept” item, and the extent of improvement was strongly dependent on the level of background knowledge prior to the flipped learning class. However, in the case of middle-to-higher students, improvement regarding the “energy concept” item was higher than that regarding the “momentum concept” item, which indicates that the effect of flipped learning was greater on middle-to-higher students. Moreover, even after the flipped learning class, the strong belief that a force acts upon a moving object did not disappear, but was reinforced. Based on our research results, the implications regarding proper energy concept learning for preservice elementary teachers were discussed herein.