Effects of a Two-Stage Problem Posing-based Flipped Learning Strategy on Students’ Learning Performance in a Science Course

• Main Authors: Yi-Hsin Chang, 張宜馨
• Other Authors: Gwo-Jen Hwang
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/74024612219300413840

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 104 === Flipped learning teaching has gradually received great attention in recent years. It not only switches the time of in-class lecture and out-of-class learning, but increases the efficiency within a limited in-class time so that students’ higher thinking ability and the interaction among teachers and peers could be enhanced. However, studies also pointed that if students learn without learning strategies, it would be difficult to stimulate students’ higher order thinking in learning from the context and activities. Therefore, this study proposed a two-stage problem posing-based flipped learning approach, which consists of the option-guidance stage in out-of-class learning to foster students’ concept of problem posing, and the practicing stage to guide students to pose problems in the class. To investigate the performance of the proposed method, a flipped learning system was developed and a quasi-experimental design was adopted by assigning two class of students to an experimental group and a control group. The former learned with the two-stage problem posing-based flipped learning approach, while the latter learned with the conventional flipped classroom approach. The experimental results of the study confirmed that the two-stage problem posing-based flipped learning approach could enhance students’ learning performance and higher order thinking, such as self-efficacy, and deeper approaches to learning science. It is suggested that the students’ deeper thinking abilities, such as critical thinking, can be explore in future long-term research.