ABSTRACT

In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 lessons over about 4 weeks. In our research design, we paid particular attention to controlling the overall learning time in both the pre- and in-class contexts of the three groups. Our quantitative analysis confirmed that CFL positively affected motivation, but it negatively affected achievement. SFL showed the opposite results. In qualitative analysis, video watching in FL was rated satisfactorily in most cases, but some students reported that they lacked time. CFL inherited both the pros and cons of cooperative learning with regard to in-class interaction, and the effects of SFL depended on individual students’ learning abilities. As a consequence, the balance between pre- and in-class learning should be considered carefully when implementing FL, and lab sessions are suitable candidates for this instructional system.

摘要

在这项研究中，我们使用混合方法设计比较了合作翻转学习 (CFL) 与简单翻转学习 (SFL) 和传统讲座 (TL) 对科学成就和学习动机的影响。三个班级共 65 名韩国一年级高中生被随机分配到 CFL、SFL 和 TL 条件，并在大约 4 周的时间里教授综合科学课程的化学内容，共 12 节课。在我们的研究设计中，我们特别注意控制三组在课前和课内的整体学习时间。我们的定量分析证实，CFL 对动机有积极影响，但对成就有消极影响。SFL 显示出相反的结果。在定性分析中，在大多数情况下，佛罗里达州的视频观看评分令人满意，但一些学生报告说他们缺乏时间。CFL在课堂互动方面继承了合作学习的优点和缺点，SFL的效果取决于个别学生的学习能力。因此，在实施 FL 时应仔细考虑课前和课内学习之间的平衡，实验室课程是该教学系统的合适人选。