|Title:||融合 5E 探究式教學與翻轉教室對學生學習成效之影響|
Exploring the effects of integrating the 5E instruction with flipped classrooms on science learning
|Keywords:||翻轉教室;5E探究教學;5E學習環;學習成效;Flipped classroom;5E instruction;5E learning cycle|
The purposes of this study were to develop an instructional module which integrates the 5E instruction with flipped classrooms, and to conduct a quasi-experiment to examine the effects of this instructional module on students’ concept learning, scientific explanation, perception of learning environment, and learning motivation. The participants in this study were 75 ninth graders from four classes in a high school. While two of the classes were assigned to the experimental group which was taught in a 5E-integrated flipped classroom, the other two were assigned to the control group which was taught in an ordinary flipped classroom. Both groups took a pre-test, post-test and delayed-test that assesssed their conceptual understanding and scientiric explanations of optics, and completed two surveys on learning environment and learning motivation, respectively. The results of this study indicate that the experimental group gained significantly higher scores in both the post-test and delayed-test than the control group. In addition, the students in experimental group perceived a more constructivist-oriented learning environment than the control group. Moreover, regardignt learning motivation, the experimental group scored significantly higher in the following three aspects, the value of learning science, the achievement goal, and the learning environment stimulation, than the control group. The findings of this study demonstrate the effectiveness of the instructional module which integrates 5E instruction with flipped classrooms.
|Appears in Collections:||Thesis|