Instructional Effects of Knowledge Structure Learning System in the Flipped Classroom

• Main Authors: Chin, Tsai-Fan, 秦采帆
• Other Authors: Kuo, Bor-Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/ktafme

碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所碩士在職專班 === 103 === In the traditional class-based instructional module, there were extreme discrepancies in students’ absorbing and understanding of the content learning in the curriculums. In order to minimize the deficiencies of the traditional class instruction, a brand new instructional module—flipped classroom—was evolved. In the instructional module of flipped classroom, students were empowered to learn actively. Before class, students were obliged to finish watching the instructional films and completing online pre-tests in their spare time; during class, students shared personal learning reflections with teachers and classmates. To help students conduct self-learning even more conveniently before class, this study was built upon the knowledge structure and then applied its learning system as the learning devices. The subjects of the research were sixth graders, including 24 students in the treatment group and 51 students in the control group. In teaching the four units of mathematics curriculum, including “division of decimals”, “length of circumference”, “area of a circle” and “prisms and pyramids”, the main instructional module of the treatment group was “flipped classroom” while the control group “traditional class-based instruction”. The entry skills tests and the learning achievement tests were taken respectively before and after teaching. The scores from both tests were analyzed afterwards. The results of this study revealed as follows: 1.The learning achievement in flipped classroom instructional module was obviously greater than traditional class-based instructional module. 2.“Knowledge structure learning system” allowed spare-time learning in flipped classroom in a sequence.