거꾸로 수업(Flipped Learning)을 적용한 초등학교 과학과 생명 영역 수업의 효과 탐색
An Exploration on the Effects of Elementary School Science Class applied Flipped Learning in the Life Domain
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The purposes of this study were testing the effects of class applied flipped learning and getting implications for the application of flipped learning. For the purposes of this study, we made the flipped learning program by three types and applied to elementary school 5th grade science class. Selection of the applied test is considered the special feature of flipped learning. In flipped learning, students voluntarily participate in prior learning of online lecture. The students’ voluntary participation is related to motivation. Another special feature is the student centered activity. It is related to attitude or self-efficacy. So, we were testing them twice (before and after class). In results of students’ motivation test, the experimental group was less improved in task value, but more improved in extrinsic goal orientation than a control group. In results of tests of students’ self-efficacy, scientific attitude, and academic achievement, there was no significant difference between the experimental group and a control group. Therefore, it is necessary to study over a long period of time. Although it was statistically less convincing, but the mean of the experimental group is higher than one of a control group in the category of criticism.
Abstract
The purposes of this study were testing the effects of class applied flipped learning and getting implications for the application of flipped learning. For the purposes of this study, we made the flipped learning program by three types and applied to elementary school 5th grade science class. Selection of the applied test is considered the special feature of flipped learning. In flipped learning, students voluntarily participate in prior learning of online lecture. The students’ voluntary participation is related to motivation. Another special feature is the student centered activity. It is related to attitude or self-efficacy. So, we were testing them twice (before and after class). In results of students’ motivation test, the experimental group was less improved in task value, but more improved in extrinsic goal orientation than a control group. In results of tests of students’ self-efficacy, scientific attitude, and academic achievement, there was no significant difference between the experimental group and a control group. Therefore, it is necessary to study over a long period of time. Although it was statistically less convincing, but the mean of the experimental group is higher than one of a control group in the category of criticism.
참고문헌 (33)
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