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
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
Flipped Classroom
“Everybody” talks about it
- but does it work?
What do students say about it…?
Picture removed on the share version of thes presentation.
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
The main aim of the research project
To investigate how flipped classroom, as
teaching form, affects the student’s learning in
physics/chemistry classes.
Flipped Classroom
- a simple model
Homework
Video-homework
(+ ordinary study)
Assignments
Classroom
Lecture
Active learning
Our didactic model of
flipped
classroom
Model for our intervention
4 teachers in 3
classes
Svaroversigt
Svarregneark
Homework for students (Stage 2 & 3)
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?
How do we answer these questions?
Research design
Baseline
Intervention 1
Intervention 2
Data collection
Time code - activities
Baseline period
1st intervention period
2nd intervention period
Watching video Teacher centered Student centered
Non-educational activity Teacher helping group
Our didactic model of
flipped
classroom
Model for our intervention
4 teachers in 3
classes
Time code - activities
Baseline period
1st intervention period
2nd intervention period
Watching video Teacher centered Student centered
Non-educational activity Teacher helping group
Activities (% of time)
From baseline to 2nd intervention period:
Student centered:
● 53 % → 64 %
● 20 % increase
Teacher centered:
● 35 % → 22 %
● 37 % decrease
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
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).
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)
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!!
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
