Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom
详细信息 查看全文
- 作者：Jin Su Jeong ; David González-Gómez…
- 关键词：Blended learning ; Flipped classroom ; Instruction methodology ; Inverted methodology ; Pre ; service teacher ; Student ; centered learning activities
- 刊名：Journal of Science Education and Technology
- 出版年：2016
- 出版时间：October 2016
- 年：2016
- 卷：25
- 期：5
- 页码：747-758
- 全文大小：1,217 KB
- 刊物类别：Humanities, Social Sciences and Law
- 刊物主题：Education
Science Education
Educational Technology - 出版者：Springer Netherlands
- ISSN：1573-1839
- 卷排序：25
文摘
Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students’ perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students’ perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students’ emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students’ perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.