A Study of Flipped Classroom Integrating with Concept Maps for Sixth Grade Elementary Students in Science and Living Technology Courses

• Main Authors: Wang, Tzulung, 王子龍
• Other Authors: Liu, Kuoyu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/87757063111867280011

碩士 === 靜宜大學 === 資訊碩士在職專班 === 102 === Flipped classroom is a new instruction mode for instructors and has been confirmed that it is better than traditional instruction mode on many research works. Traditionally, instructors are hard to attend each student with different learning pace in the same classroom. With the flipped classroom, the study behavior takes place at home via Internet and the cooperateive learning occurs during the class. Students have chance to discuss and share their knowledge learned from online tutorings with team members and to clarify the uncertainty they found with instructors. Therefore, instructors have more time to grasp learning performance of each student. In this study, we aim at integrating concept maps with flipped classroom to explore students’ learning performance and learning attitudes. 42 sixth grade elementary students participated in this study where 21 students were experimental group and another 21 students were control group. The experimental group used flipped classroom integrated with concept maps as learning activities, and the control group used traditional instruction mode. The learning topic in our experiment is “Lever principle” in Science and Living Technology course. The result shows that the learning performance of flipped classroom is better than the traditional instruction mode. The impact on the learning attitude in “Attitude Towards Natural Science Curriculum”, “Attitude Towards the Natural Science Teachers“ and “Natural Science Learning Strategy” were significant.