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Determining Useful Tools for the Flipped Science Education Classroom
ARTICLE

, School of Education, Acadia University, Canada

CITE Journal Volume 15, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper reports the results of a 3-year longitudinal study on the perceived utility of supplying elementary science teacher interns with four asynchronous tools to assist them in creating their first lesson plan of a constructivist nature. The research accessed qualitative and quantitative measures to sample intern reaction to the notion of a flipped classroom. As cited by the Flipped Learning Network (FLN, 2014), “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” Of the flipped resources supplied to support the constructivist lesson framework of Driver and Oldham (1986), students found the handbook on formative assessment strategies to be the most helpful. Overall the implementation of the four supplemental resources in a flipped classroom mode culminated in at least 10% better grades on the first lesson plan (over 3 years) by comparison to the 2 years prior to the intervention.

Citation

MacKinnon, G. (2015). Determining Useful Tools for the Flipped Science Education Classroom. Contemporary Issues in Technology and Teacher Education, 15(1), 44-55. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 19, 2019 from .

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