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Flipping the classroom in physics in primary school

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Flipping the classroom in physics in primary school

Does it make any changes for students learning?

Thomas Dyreborg Andersen, Kristian Kildemoes Foss, Peter Jespersen,

Henrik Levinsen, Marie Lohmann-Jensen, Nicolai Munksby, Morten Philipps

(2)

Agenda:

Research question

What is Flipped classroom?

Our 6 staged flipped classroom model

Research regarding the time used on different types of activities

Research on quality of the students learning processes

Preliminary conclusion

(3)

Flipped Classroom

“Everybody” talks about it

- but does it work?

(4)

What do students say about it…?

Picture removed on the share version of thes presentation.

(5)
(6)

What do we know about flipped classroom?

There seems to be a fair amount of

literature on the subject, however most is based on “best practice” and not on

empirical research

(7)

The main aim of the research project

To investigate how flipped classroom, as

teaching form, affects the student’s learning in

physics/chemistry classes.

(8)

Flipped Classroom

- a simple model

Homework

Video-homework

(+ ordinary study)

Assignments

Classroom

Lecture

Active learning

(9)

Our didactic model of

flipped

classroom

Model for our intervention

4 teachers in 3

classes

(10)

Svaroversigt

Svarregneark

Homework for students (Stage 2 & 3)

(11)

Research questions

Main question

What are the implications of using the flipped classroom teaching method for students learning processes in physics/chemistry-teaching?

- Time used on different types of activities in the classroom (quantitative measurements)

- Quality of the students learning processes (categories by Andreas Helmke - student activities)

Further questions

Does flipped classroom-teaching result in an increased and more focused participation in learning activities and a greater students independency?

Does the teacher's role change, when using the flipped classroom teaching method influence students learning?

(12)

How do we answer these questions?

(13)

Research design

Baseline

Intervention 1

Intervention 2

(14)

Data collection

(15)
(16)
(17)

Time code - activities

Baseline period

1st intervention period

2nd intervention period

Watching video Teacher centered Student centered

Non-educational activity Teacher helping group

(18)

Our didactic model of

flipped

classroom

Model for our intervention

4 teachers in 3

classes

(19)

Time code - activities

Baseline period

1st intervention period

2nd intervention period

Watching video Teacher centered Student centered

Non-educational activity Teacher helping group

(20)

Activities (% of time)

From baseline to 2nd intervention period:

Student centered:

● 53 % → 64 %

● 20 % increase

Teacher centered:

● 35 % → 22 %

● 37 % decrease

(21)

Research questions

Main question

What are the implications of using the flipped classroom teaching method for students learning processes in physics/chemistry-teaching?

- Time used on different types of activities in the classroom (quantitative measurements)

- Quality of the students learning processes (categories by Andreas Helmke - student activities)

Further questions

● Does flipped classroom-teaching result in an increased and more focused participation in learning activities and a greater students independency?

● Does the teacher's role change, when using the flipped classroom teaching method influence students learning

(22)

Coding data - The quality of the student’s learning activities (1) Basic assumption:

By observing student activity in the classroom we can learn more

about what impact the flipped

classroom has on the student’s

process of learning (and their

learning).

(23)

We’ve seen that the flipped classroom method promotes the amount of time used on student centered activities during lessons.

Next question to be answered:

To what extend do the method supports more quality in the students learning activities and how do we define quality in the activities?

Coding data - The quality of the

student’s learning activities (2)

(24)

Our initial attempt to differentiate student activity by these categories

The students activity in the classroom

● Participation

● Physical activity

● Cognitive activity

● Social activity

Supplemented by subcategories

(Inspired by the thoughts on student activity in the classroom by the German professor in educational research Andreas Helmke)

To complex a formula

for coding!!

(25)

A revision of the coding is necessary

Therefore we need to make our quality criteria definitions more specific and manageable

Preliminary ideas on a more manageable coding:

- the student's use of terms and vocabulary in relation to assignments and subject content - the student’s use of tools during experiments

- the student’s initiative and ability to take responsibility - the student’s collaboration

(26)

The teachers planning of the lesson

- We also need to analyze the lesson

planning and the teacher’s impact on the learning of the students.

- This means, that we need to develop tools for coding and analyzing the teaching

- At the end of the project we hope to develop the didactical framework of the flipped

classroom method and our own flipped classroom model

(27)

Preliminary Conclusion

- Students and teachers are positive towards the method

- Data show a change from teacher centered lessons to student centered lessons

- Therefore the method in our view represents a possibility to strengthen the students learning

- However, we still need to understand how the changes that follow

by using using the flipped classroom method affects the student’s

learning in a more precise and specific way

(28)

Acknowledgement

Nina Trilander

Marie Kjerstad Sørensen Katrine Scheel

Sara Katarina Jensen Henriette Aartsen

Anna Lea Munk Magnussen

(29)

Thank you!

Contact information

Thomas Dyreborg Andersen

Tdan@phmetropol.dk

Referencer

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