The Study of Flipped-Classroom for Pre-Service Science Teachers

The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classro...

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Bibliographic Details
Published in:Education sciences 2018-12, Vol.8 (4), p.163
Main Authors: Jeong, Jin Su, Cañada-Cañada, Florentina, González-Gómez, David
Format: Article
Language:English
Subjects:
Academic Achievement
Blended Learning
Educational Technology
emotion
Emotions
Flipped classroom
Foreign Countries
Grades (Scholastic)
Homework
inverse methodology
Learning Processes
Learning Strategies
Learning Theories
new tendency
perception
Perceptions
pre-service teacher students
Preservice Teachers
Primary Education
Science Curriculum
Science Education
Science Teachers
Student Attitudes
Students
Teacher education
Teaching
Teaching Methods
Technology Uses in Education
Video Technology
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Summary:The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci8040163