| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 104 === The research aimed to investigate the difficulties and conditions that two physics teachers face before and during their process of first-time implementing flipped classroom; besides, the influence on students’ learning was also focused.
A qualitative research was adopted to elicit data needed. Two physics teachers were chosen as the subjects. Classroom observation, before and after class interview, and students’ interview were involved as the main sources of data collected and analyzed in this study. Eight results were listed as follows:
1. Teachers needed longer time to prepare their materials.
2. Teachers’ lack of multi-materials for students to preview lessons
3. Students had different previewing schedules on lessons assigned by teachers.
4. Two teachers presented totally different classroom activities.
5. The teacher didn’t use enough strategies to guide students to think and answer.
6. Mutual influences between teacher-student interaction and flipped classroom.
7. Students tried to preview lessons more temporarily than before
8. Students like to have opportunities to discuss in class.
9. Some unexpected performances from students appeared.
Several suggestions of this study were given.
1. Teacher’s teaching was inter-affected by external doman, domain of practice, personal domain and domain of consequence.
2. The two physics teachers lacked high willingness to carry out flipped classroom in the future.
3. Reciprocal effects existed in teacher’s teaching and students’ learning.
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