How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

Autor/inn/en	Song, Yanjie; Kapur, Manu
Titel	How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?
Quelle	In: Educational Technology & Society, 20 (2017) 1, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Quasiexperimental Design; Blended Learning; Teaching Methods; Technology Uses in Education; Educational Technology; Homework; Video Technology; Mathematics Instruction; Secondary School Mathematics; Telecommunications; Handheld Devices; Grade 7; Comparative Analysis; Foreign Countries; Problem Solving; Pretests Posttests; Student Surveys; Student Attitudes; Middle School Students; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Telekommunikationstechnik; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Problemlösen; Schülerbefragung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hongkong
Abstract	The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the "productive failure" pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as "productive failure-based flipped classroom" in this study. The study was carried out in two Grade 7 classes: one with "traditional flipped classroom" and one with the "productive failure-based flipped classroom". Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the "productive failure" condition performed better than those in traditional flipped classroom. This suggests that the "productive failure-based flipped classroom" pedagogical design may be better able to improve students' problem solving skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01