Students' Perceptions and Emotions Toward LEarning in a Flipped General Science Classroom10/30/2016 This article summarizes the research and findings of Jin Su Jeong, David Gonzalez-Gomez, and Florentina Canada-Canada. In their study, the researchers look at students' perceptions and emotions toward learning in a flipped general science course at the Training Teaching School of the University of Extremadura in Spain in the second semester of the 2015/2016 school year. The results of this study showed that 80% of students in a flipped general science course considered the course a valuable learning experience in addition to many other encouraging findings that I will begin to elaborate on.
The authors introduce the article by explaining the importance of emotions in decision-making, citing research by Valerie Otereo and Antonio Damasio. Then, they explain the methodology of the study. The data for the study was taken from a questionnaire given to students near the end of the course (to ensure maximum participation). The course had 88 students, 66 of which were participating in the study. Of these 66 students, 65% were male and 35% were female, and the average age of the participants was 21 years old. The course was designed so that students could access online video lectures up to a week before the material was addressed in class, and for the rest of the course afterwards. After watching the videos, students took a quiz over the material in the lectures, so that the professor could gauge their understanding. This provided the opportunity for "just-in-time" lecturing, where short, last-minute lectures were given to clarify misunderstandings. Class time was split into three 50-minute sessions to work theoretical contents and one 50-minute sessions of laboratory and collaborative works, where classes were in groups of 22, 22, and 23. The role of the professor in these classes was to "observe, address concerns and deliver clarifications when they needed" (Jeong). When they course was nearly finished, students took a questionnaire that assessed their emotions and perceptions towards the course. The questionnaire consisted of 10 questions about the video lectures and other provided materials, 5 questions about the methodology as a whole, a list of 5 keywords students would use to describe the course, and a measure of frequency of positive and negative emotions that students experienced in the course. Some Statistics:
The authors conclude that the study is in support of students' feeling positively towards the flipped classroom model, and that their study supports earlier studies that have had similar results. The authors do concede that more research is necessary to validate these findings, and that research is needed for the instructor's emotions and perceptions towards teaching a flipped classroom. References Jeong, J. S., Gonzalez-Gomez, D., & Canada-Canada, F. (2016, October). Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom. Journal of Science Education and Technology, 25(5), 747-758.
2 Comments
Alex Gardner
1/9/2017 11:10:55 am
Hi Taylor,
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Alex Gardner
1/9/2017 11:11:49 am
Hi Taylor,
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