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http://dx.doi.org/10.15267/keses.2016.35.1.078

The Effects of Science Lesson with the Application of Flipped Learning on Science Academic Achievement and Scientific Attitude  

Lee, Byeong-hee (Pohang Heunghae Elementary School)
Lee, Hyeong-cheol (Busan National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.35, no.1, 2016 , pp. 78-88 More about this Journal
Abstract
The purpose of this study was to examine the effects of science lesson with the application of Flipped Learning on science academic achievement and scientific attitude of students. The experimental group was composed of 50 students and the comparative group was composed of 50, both in $6^{th}$ grade. The two groups were statistically equivalent in their science academic achievement and scientific attitude when pre-tests were conducted. The experimental group received science instruction applied with Flipped Learning and the comparative group took typical science lesson according to a teacher's guide. The results of this study can be summarized as follows: First, the science lesson with the application of Flipped Learning was more significantly effective in improving students' science academic achievement than traditional science lesson. Second, the science lesson combined with Flipped Learning enhanced scientific attitudes of students with meaningful difference more than typical science lesson. Third, a survey research was conducted to the experimental group about their cognition on the lessons with the application of Flipped Learning. Many students had positive thoughts on this lesson and they thought the lesson was very interesting and understandable.
Keywords
Flipped Learning; science academic achievement; scientific attitude; cognition on the Flipped Learning;
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Times Cited By KSCI : 1  (Citation Analysis)
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