The Study of Flipped-Classroom for Pre-Service Science Teachers
AbstractThe relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology. View Full-Text
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Jeong, J.S.; Cañada-Cañada, F.; González-Gómez, D. The Study of Flipped-Classroom for Pre-Service Science Teachers. Educ. Sci. 2018, 8, 163.
Jeong JS, Cañada-Cañada F, González-Gómez D. The Study of Flipped-Classroom for Pre-Service Science Teachers. Education Sciences. 2018; 8(4):163.Chicago/Turabian Style
Jeong, Jin S.; Cañada-Cañada, Florentina; González-Gómez, David. 2018. "The Study of Flipped-Classroom for Pre-Service Science Teachers." Educ. Sci. 8, no. 4: 163.
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