The Effectiveness of a Technology-Enhanced Flipped Science Classroom

Abstract

This study examined the effect on the learning and motivation of students of a flipped classroom environment enriched with technology. A mixed research design using a pretest or posttest experimental model, combined with qualitative data, was conducted in a public middle school in Turkey for 2 weeks (three class hours) within a science course. Participants consisted of two groups of sixth-grade students. A variety of electronic materials to support a flipped classroom environment was distributed to students in the experimental group 3 days before the class. Before the normal class hour, the basic outline of the subject was discussed with the students, problem situations were created and solutions suggested, issues that were not understood were focused on, and, most importantly, student-teacher interaction was carried out at the highest level. It was determined that the flipped classroom yielded both greater academic achievement and greater motivation compared with the control group.

Effects of Different Video Modalities on Writing Achievement in Flipped English Classes

“…In the studies comparing post-secondary flipped classes with traditional classes (e.g., Day & Foley, 2006;Love, Hodge, Grandgenett & Swift, 2012;Talbert, 2014), learning in flipped classes was found to be equal to or greater than learning in traditional classes. However, the flipped classroom has been applied mostly in computer science, economy, science and math courses up to now (e.g., Baepler, Walker, & Driessen, 2014;Foertsch, Moses, Strikwerda, & Litzkow, 2002;Lage, Platt & Treglia, 2000;Sezer, 2017;Strayer, 2012). Few studies can be found in social sciences, humanity, and language classes.…”

Perceptions of Trainers on a Flipped Train–the-Trainers Course for Simulation

“…Oysa Mazur, eğiticilerin uzmanlığından en fazla yararlanılması gereken zamanın bilginin özümsenmesi kapsamında olması gerektiğini savunmaktadır (Lambert, 2012). Bu aşamada sosyal etkileşim ve işbirlikli etkinliklerin üzerinde durulması gereken temel kavramlar olduğu bildirilmiştir (Sezer, 2017). Bu biçimde gerçekleştirilen bir eğitim yapılanması, Bloom taksonomisinde yer alan üst düzey öğrenme kazanımlarının (Analiz Etme, Değerlendirme, Yaratma) elde edilmesine yardımcı olabilir (Kara, 2015).…”

The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

“…In a typical flipped classroom, students learn the lecture material prior to class through short, digital lessons outside the classroom and spend their time in class actively engaged in meaningful, hands-on application of the material (Burgoyne & Eaton, 2018;Talbert, 2012). The flipped learning modality is one method of instruction, which can, if designed correctly, change a traditional classroom from teacher-centered to studentcentered (Bergmann & Sams, 2014;Sezer, 2017). Jukes, McCain, Crockett, and Prensky (2010) and Sezer (2017) state that to engage current generation students, the gap between traditional, teacher-led classrooms and the age of the digital classroom must be closed.…”

“…The flipped learning modality is one method of instruction, which can, if designed correctly, change a traditional classroom from teacher-centered to studentcentered (Bergmann & Sams, 2014;Sezer, 2017). Jukes, McCain, Crockett, and Prensky (2010) and Sezer (2017) state that to engage current generation students, the gap between traditional, teacher-led classrooms and the age of the digital classroom must be closed. In agreement, DeGennaro (2008) notes that a large part of student learning comes from social interactions, many of which incorporate the use of the technology.…”

“…Bringing technology devices students rely on for social reasons into the classroom may also increase student participation and achievement (DeGennaro, 2008;Pellas, 2017). Jukes et al (2010) and Sezer (2017) note the importance of adapting classrooms to meet the learning needs of modern-day students rather than continuing to teach to the needs of students of generations past. Just as student learning evolves over time, the classroom needs to evolve by incorporating technology (Burgoyne & Eaton, 2018;Jukes et al, 2010).…”