Findings and implications of flipped science learning research: A review of journal publications

Chen, Chun Kuei; Huang, Neng Tang Norman; Hwang, Gwo Jen

doi:10.1080/10494820.2019.1690528

Cited by 25 publications

(15 citation statements)

References 51 publications

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“…Students who did not record or summarize learning stated that watching videos made them lose their rest time, and generally, the videos were boring (S1 statement). These finding are in line with research by [8], which revealed the results that teachers fin it difficul to supervise students directly when students are outside the school environment, including in the preparation of students in learning the material to be studied [11,12].…”

Section: Discussionsupporting

confidence: 90%

“…This is in line with the statement made by the S1, which revealed that with conventional learning, students do not need to prepare anything while in the classroom. Inversely related to learning is done with the flippe classroom because this learning forces students to learn what will be given before class starts [8]. Following research conducted by [5,14], compared to traditional learning, flippe classrooms change students to be more active in learning and assist students in reducing their cognitive load.…”

Section: Discussionmentioning

confidence: 99%

“…The difference between this qualitative research and similar research conducted previously is that this study aims to investigate the experiences of students who have experienced flippe classroom learning. Other studies are generally carried out using mixed methods and quantitative designs and are centered on testing the effectiveness of the application of flippe classrooms to the learning process [2,4,5,8]. Research conducted by reviewing the article obtained several results, namely, 1) there is an influenc between the subjects taught with student learning outcomes [2], 2) the application of flippe classrooms in physics classes is very limited.…”

Section: Introductionmentioning

confidence: 99%

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Students’ view of flipped classroom in physics’ class

Putri

Purwaningsih

2021

Rev. Mex. Fis. E

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The flipped classroom is one of the strategies and learning models that can improve student learning outcomes. Recent research has been done to see the strengths, weaknesses, and effects of the flipped classroom on learning, but not much research has been done to see students' responses to the application of the flipped classroom in physics class in senior high. The purpose of this study is to see how students respond to the application of flipped classrooms in physics learning at the high school level. The phenomenological research design is used to examine the factors that influence research. The result showed that teachers need to be consider of several things that impact the learning process.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ view of flipped classroom in physics’ class

Putri

Purwaningsih

2021

Rev. Mex. Fis. E

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“…In the classroom, learners can discuss and solve problems with their classmates. Some scholars [5,21,25,[51][52][53] have proposed that flipped teaching is different from traditional teaching in that the traditional lectures are emphasized by "lecture teaching" first, with practice and problem solving as the teaching strategies after class. Flipped teaching focuses on collective interaction and solving problems in the classroom.…”

Section: Hypothesis Testmentioning

confidence: 99%

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021

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Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

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“…The present work deals with the state of the question in the scientific literature of one of the didactic approaches that are booming in the field of education: the emerging methodology known as flipped learning or flipped classroom (CABI, 2018;CHEN;HUANG y HWANG, 2019;ZAINUDDIN y col., 2019). Due to its dual denomination, this study emerges to explore in the different scientific works about the state, development, as well as the similarities and differences between both terms.…”

Section: Introductionmentioning

confidence: 99%

Producción científica de aprendizaje invertido y aula invertida en Web of Science

et al. 2021

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El objetivo de este estudio es conocer la producción científica de los términos aprendizaje invertido y aula invertida en la literatura especializada, determinando su evolución conceptual, los temas más relevantes y los autores más prolíficos. Se realizó un estudio bibliométrico apoyado en un análisis estructural y dinámico de co-palabras. Ambos términos fueron analizados en la Web of Science, reportando 2.968 documentos y observando una producción mucho mayor en el aula invertida. Aunque ambas terminologías se utilizan a menudo indistintamente, en la comunidad científica se diferencian, observando diferentes tendencias y campos de estudio según el concepto. Los resultados pueden promover la búsqueda de un consenso terminológico que delimite claramente el alcance de cada concepto.

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Findings and implications of flipped science learning research: A review of journal publications

Cited by 25 publications

References 51 publications

Students’ view of flipped classroom in physics’ class

Students’ view of flipped classroom in physics’ class

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

Producción científica de aprendizaje invertido y aula invertida en Web of Science

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