The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School

Technology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology...

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Main Author: Mark Kenneth Camiling
Format: Article
Language:English
Published: The International Academic Forum 2017-08-01
Series:IAFOR Journal of Education
Subjects:
Online Access:https://iafor.org/journal/iafor-journal-of-education/volume-5-special-issue/article-10/
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spelling doaj-1f51e67713474678a887c55a7f62aa2b2020-11-24T23:41:06ZengThe International Academic ForumIAFOR Journal of Education2187-05942017-08-015SI10.22492/ije.5.si.10The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower SchoolMark Kenneth Camiling0Miriam College, PhilippinesTechnology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology tools and programs is Flipped Learning: a strategy where technology redirects learning from large groups to individuals. The research described here hypothesizes that there is a significant difference between the basic science process skills test score means of elementary students in a Flipped classroom and those in a traditional classroom. To test this hypothesis, an experimental design was used as the participants were divided the into two groups: experimental and control. An instructional design was crafted to simultaneously teach both control and experimental groups within a one (1) hour schedule. The experimental group was asked to watch at home researcher-made videos that teach the basic science process skills. In class, these participants deepened understanding of the skills through varied activities. The control group was taught using the traditional method operationalized as 5E Inquiry-Based Model.Both pre- and post-tests were administered to check the relative test scores. A Mann Whitney U test was conducted to evaluate the difference between the basic process skills test mean scores. It is concluded that there is a statistically significant difference (at α=0.05, r = 0.42) with a large effect size between the two variables.https://iafor.org/journal/iafor-journal-of-education/volume-5-special-issue/article-10/flipped classroomflipped-learning methodscience process skillsSTEM education
collection DOAJ
language English
format Article
sources DOAJ
author Mark Kenneth Camiling
spellingShingle Mark Kenneth Camiling
The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
IAFOR Journal of Education
flipped classroom
flipped-learning method
science process skills
STEM education
author_facet Mark Kenneth Camiling
author_sort Mark Kenneth Camiling
title The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
title_short The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
title_full The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
title_fullStr The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
title_full_unstemmed The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
title_sort flipped classroom: teaching the basic science process skills to high-performing 2nd grade students of miriam college lower school
publisher The International Academic Forum
series IAFOR Journal of Education
issn 2187-0594
publishDate 2017-08-01
description Technology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology tools and programs is Flipped Learning: a strategy where technology redirects learning from large groups to individuals. The research described here hypothesizes that there is a significant difference between the basic science process skills test score means of elementary students in a Flipped classroom and those in a traditional classroom. To test this hypothesis, an experimental design was used as the participants were divided the into two groups: experimental and control. An instructional design was crafted to simultaneously teach both control and experimental groups within a one (1) hour schedule. The experimental group was asked to watch at home researcher-made videos that teach the basic science process skills. In class, these participants deepened understanding of the skills through varied activities. The control group was taught using the traditional method operationalized as 5E Inquiry-Based Model.Both pre- and post-tests were administered to check the relative test scores. A Mann Whitney U test was conducted to evaluate the difference between the basic process skills test mean scores. It is concluded that there is a statistically significant difference (at α=0.05, r = 0.42) with a large effect size between the two variables.
topic flipped classroom
flipped-learning method
science process skills
STEM education
url https://iafor.org/journal/iafor-journal-of-education/volume-5-special-issue/article-10/
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