How Does a Flipped Classroom Course Affect the Affective Domain toward Science Course?

Autor/inn/en	Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina
Titel	How Does a Flipped Classroom Course Affect the Affective Domain toward Science Course?
Quelle	In: Interactive Learning Environments, 29 (2021) 5, S.707-719 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeong, Jin Su) ORCID (González-Gómez, David) ORCID (Cañada-Cañada, Florentina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1636079
Schlagwörter	Flipped Classroom; Science Education; College Students; Student Attitudes; Psychological Patterns; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Naturwissenschaftliche Bildung; Collegestudent; Schülerverhalten; Unterrichtserfolg
Abstract	Teaching science in higher education has traditionally consisted of delivering knowledge as lectures to students following a teacher-centered methodology. The flipped methodology known as inverted instruction can be used as an alternative approach providing a student-centered class. This contribution presents a comparison of two different instruction methodologies, Traditional Instruction Methodology (TIM) and Inverted Instruction Methodology (IIM), in terms of students' perceptions and emotions in a science course. The results after applying various data analytics showed that the IIM had a significant influence in students' perceptions toward the course and made classes more interactive. Besides, the IIM had a positive impact in students' emotions self-reported during the course. In fact, the IIM made a promotion of positive emotions toward the course, particularly when students did not have a prior science educational background. That is especially relevant since the majority of students enrolled had not taken science subjects in the previous educational levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01