The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.
Animation films were used frequently during online didactic activities during the COVID-19 pandemic. We have not identified research that focuses on the problems that teachers face when using animated films to enable students’ learning of Natural Sciences and on the training models that can be organized based on this resource. Therefore, we analysed the problems faced by teachers and, to solve them, we identified, analysed, and described several instruction models based on animation films: illustrative, expositive, interactive, flipped classroom, learning through discovery, and learning through simulation. We analysed the way to integrate them into the didactic activity and, finally, we realized some recommendations.
This study aims to review, analyse and synthesize the literature, which refers to the use of educational film in education in Romania and which deepens aspects related to the use of animated film in primary education. The aim was to review the literature on: classification of animated films in the category of educational means; the functions of animated films; types and sources of animated films; teacher preparation for the use of film for educational purposes; integrating the film into the lesson; how to use animated films in primary education and the results of their use. Existing information in papers in the field of education sciences from the last three decades was analysed. Regarding the use of animation films in primary education, five studies were analysed in depth
This research aims to analyse the process of grasping the Solar System by the students during their learning activities in which we used an animation film and other educational means (geographic globe, schematic drawings, 3D model, etc.), as well as the results obtained. In order to achieve this goal, we organized an action-research within Mathematics and Environmental Exploration subject, to the first-grade class, during the lesson "The Solar System". We sought to identify the criteria based on which the teacher chooses an animated film for a lesson, the ways to effectively use it in learning activities to facilitate the learning process. An experimental group and a control group took part within this action. We conducted three tests, an initial test, a post-watching test, and a test after the formative intervention from the experimental class. During the training experiment, we observed the students' behaviour and analysed the process of teaching, learning, assessment, and the students' results. The volume of students' knowledge about the Solar System increased when the most suitable animation film was used for the given topic and the students were involved in an active learning activity in which they discussed with the teacher the plot of the film, using also other visual materials. We have come to the conclusion that a learning activity making use of animated films and being mediated by the teacher has a greater efficiency in forming representations about the structure of the Solar System and its functioning than an individual viewing of an animated film about the Solar System. The results showed that the students had accurate representations about the Solar System, improved their thinking skills, in terms of scientific understanding, knowledgeimplementation, and reasoning ability. The fact that the students watched the animated film about the Solar System and were involved in an active learning activity under their teacher's guidance can explain the positive results obtained by the students of the experimental group.
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