| Summary: | 碩士 === 逢甲大學 === 公共政策研究所 === 104 === This study adopted the action research method. The primary purpose of this study is to investigate the learning outcomes of students and transformation in their learning behaviors posterior to the implementation of the flipped classroom to the learning areas of science and technology; in addition, the difficulties teachers encountered and their methods of resolution and the professional growth of teachers during the implementation are also discussed.
The subjects of this study included a total of 6th graders in an elementary school in remote areas in which the researcher serves as a teacher. This action research spanned ten weeks. The researcher played the roles of instructional designer, instructor and observer. This study relied primarily on qualitative data, including preparation review forms, interviews with students, classroom audio-visual recordings and instructional reflection journals. Based on the research results, the following conclusions are arrived at:
1. The flipped classroom produced no significant effect on the initial learning outcomes. Due to the constraint of research time, subsequent learning outcomes require further observation..
2. The flipped classroom contributes to fostering students’ habits of preparation before class and enhancing their learning readiness.
3. The flipped classroom helps to improve students’ learning attitude.
4. The flipped classroom can facilitate students’ participation in class.
5. Through the action research process, teachers can reflect, revise continuously, which helps enhancing their professional knowledge, information literacy and teaching skills.
Finally, based on the research results, recommendations have been made to serve as a reference for teaching and further research.
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