当前位置: X-MOL 学术Research in Learning Technology › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
A flipped classroom model for inquiry-based learning in primary education context
Research in Learning Technology Pub Date : 2020-07-09 , DOI: 10.25304/rlt.v28.2287
Maria Loizou , Kyungmee Lee

In this article, we present the outcomes of the pilot phase of a multi-case study being conducted in Cyprus. The study aims to develop and propose universal design principles of using a Flipped Classroom (FC) approach as a pedagogical structure of Inquiry-Based Learning (IBL) applicable across primary education context in Cyprus. The universal design principles refer to the general guidelines most primary teachers can follow when designing their lessons by integrating the two instructional models of FC and IBL, and to the specific pedagogical strategies teachers can use for different school subjects to motivate and improve their students' learning processes through Networked Lerning (NL) opportunities. Providing teachers with those principles (i.e. guidelines and strategies) is particularly important given the lack of instructional experiences of Cyprus primary school teachers in implementing a FC model in their classroom practices and a wide range of subject matters that those teachers need to teach. There has been a limited focus, in previous research concerning the FC model, on its effectiveness within the primary education context and also in relation to the NL technologies used. The pilot study aims to primarily address this research gap, develop the IB-FC model and present potential benefits of using the IB-FC model in primary school context. The learning process based on the IB-FC model includes pre-class, in-class and after-class activities. During the pre-class phase, students explore the learning content provided by the teacher at home and obtain an entrance ticket which is used during class time for the IBL facilitated by a series of classroom activities, which require the students to be creative and collaborative. Forums and other features of online learning platforms are utilized so as to promote NL through collaboration and communication. The after-class phase involves self-assessment procedures and the completion of an e-portfolio page. After the first pilot-nature of iteration of implementing the model, participant students’ learning experiences and perceptions on this new learning scenario were collected through focus groups and reflection forums. Based on our findings from the pilot study, the IB-FC framework including important pedagogical principles and additional instructional tools have been developed and offered to seven primary school teachers in the current stage of our multi-case study, through which the framework will be further developed and refined.

中文翻译:

小学教育背景下基于探究式学习的翻转课堂模型

在本文中,我们介绍了在塞浦路斯进行的多案例研究的试验阶段的结果。这项研究旨在开发和提出通用设计原则,将翻转课堂(FC)方法用作适用于塞浦路斯的初等教育背景的基于探究性学习(IBL)的教学结构。通用设计原则指的是大多数小学教师通过整合FC和IBL的两种教学模型来设计课程时可以遵循的一般准则,以及教师可以用于不同学校科目的激励和改善学生学习的具体教学策略。通过网络学习机会(NL)机会进行流程。向教师提供这些原则(即 鉴于塞浦路斯小学教师缺乏在课堂实践中实施FC模式的教学经验以及这些教师需要教授的广泛主题,因此特别重要。在先前有关FC模型的研究中,一直很少关注其在初等教育背景下的有效性以及所使用的NL技术。这项初步研究旨在主要解决这一研究差距,开发IB-FC模型,并展示在小学阶段使用IB-FC模型的潜在好处。基于IB-FC模型的学习过程包括课前,课内和课后活动。在课前阶段,学生探索在家中老师提供的学习内容,并获得入场券,该入场券将在上课期间用于IBL,并通过一系列课堂活动协助学生进行创新和合作。利用论坛和在线学习平台的其他功能,通过协作和交流来促进NL。课后阶段包括自我评估程序和电子作品集页面的完成。在实施模型的迭代的第一个试点性质之后,通过焦​​点小组和反思论坛收集了参与者学生对这种新学习场景的学习经验和看法。根据我们的初步研究结果,
更新日期:2020-07-09
down
wechat
bug