翻转课堂:增强学习化学的青少年自信心

Ryan Gallagher
{"title":"翻转课堂:增强学习化学的青少年自信心","authors":"Ryan Gallagher","doi":"10.33828/sei.v34.i2.4","DOIUrl":null,"url":null,"abstract":"One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"33 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry\",\"authors\":\"Ryan Gallagher\",\"doi\":\"10.33828/sei.v34.i2.4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.\",\"PeriodicalId\":156311,\"journal\":{\"name\":\"Science Education International\",\"volume\":\"33 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science Education International\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33828/sei.v34.i2.4\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science Education International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33828/sei.v34.i2.4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

爱尔兰小学后教育的主要目标之一是发展个人的各个方面,如创造性、批判性和智力,为他们的工作生活、社区生活和休闲做好准备。在这个阶段,学生的自信心和学生的自主性对学生的发展至关重要。翻转课堂是混合学习教学法中的一种模式,是因新冠肺炎疫情导致学校停课后备受教育界关注的一种模式。翻转课堂对培养学生自信心的好处是值得注意的。然而,在国内和国际层面上,绝大多数关于翻转课堂的研究都集中在第三层次。本文讨论了从作者开展的研究收集的数据中产生的一些问题,以及翻转课堂如何使青少年为爱尔兰毕业证书化学总结考试做准备。在这项研究中获得的结果是显著的,因为很少有研究在爱尔兰中学环境中实施翻转课堂。在实施翻转课堂的过程中,视频课程往往被视为核心资源。然而,仅靠视频课程不足以培养学生的自信心。学生需要多种资源,特别是侧重于评估的资源,来增强他们的自尊。研究发现,翻转课堂的成功实施是可以实现的,但需要对这些青少年进行辅助。由于几乎所有参与本研究的教师都不熟悉翻转课堂的概念,因此最初也需要教师搭建一些脚手架。教师们需要在实施新的教学方法方面得到指导。目前的技术可以为翻转课堂创造高质量的资源;然而,在政策制定方面,对在线学习的支持应该以教学法为主导,而不是以技术为主导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Flipped Classroom: Enhancing Self-confidence among Adolescents Studying Chemistry
One of the key aims of post-primary education in Ireland is to develop all aspects of the individual, such as the creative, critical, and intellectual to prepare them for working life, for living in the community, and for leisure. Student self-confidence and student agency are critical to the students’ development at this stage. The flipped classroom is a model within the blended learning pedagogy and is one that has gained considerable attention in educational circles since school closures due to the COVID-19 pandemic. The benefits of the flipped classroom toward developing student self-confidence are noteworthy. However, at the national and international level, the vast majority of research on the flipped classroom is third-level focused. This paper discusses a number of issues that arose from data collected from research carried out by the author and how the flipped classroom could benefit adolescents preparing for the Irish Leaving Certificate Chemistry summative examination. The results obtained in this study are significant as little research has been carried out on the implementation of the flipped classroom within an Irish secondary school setting. Video lessons are often seen as the core resource in the implementation of the flipped classroom. However, video lessons alone were insufficient for developing student self-confidence. Students required multiple resources, particularly resources focused on assessment, to bolster their self-esteem. It was found that the successful implementation of the flipped classroom was achievable, but scaffolding was required for these adolescents. Some scaffolding was also required initially for teachers as almost all teachers involved in this study were not familiar with the flipped classroom concept. Teachers required a guide in terms of the implementation of new teaching methods. The technology is currently available to create high quality resources for the flipped classroom; however, in respect to policy development, the support for online learning should be pedagogy led as opposed to technology led.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信