Flipped Classroom of Science instruction module “Do, Learn, Think, Share”, with its development and effectiveness evaluation

Abstract

In the study of “Flipped Classroom of Science instruction module”, twelve-year compulsory education and its core literacy spirit were combined in the curriculum design to enhance students `self-learning ability, and also aiming to cultivate talents for life-long learners. The course was carried out with the following four steps:1. Self-making teaching aids; 2. Learning the principles actively; 3. Clarification and internalization of concepts; 4. Sharing self-study report. In terms of the quantitative analysis of effectiveness, there were sixty-one eighth-grade students from three classes who involved in this course. The before-and-after score of its descriptive statistics were below the significant level of 0.01. Whoever the students from classes were involved in the course, the before-and-after scores all performed significant differences. After the students have gone through the concept clarification and internalization course, their learning effects on the worksheet of “Cooperation and Sharing” all made a great improvement both in the depth of the contents and the concepts.