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http://dx.doi.org/10.21796/jse.2018.42.2.242

University Students' Perception on the Flipped-learning-based Introductory Physics Course in which Class Hour are Divided into Lectures and Group Problem Solving  

Lee, Hai-Woong (UNIST)
Yi, Sangyong (UNIST)
Cheong, Yong Wook (Gyeongsang National University)
Publication Information
Journal of Science Education / v.42, no.2, 2018 , pp. 242-255 More about this Journal
Abstract
Recently, flipped learning has been paid much attention as one of the improvement methods of teaching and learning at university level. Few studies investigated the effects of flipped learning in general physics classes. However, in order to be successfully established and spread new attempts such as flipped learning, it is necessary to investigate in detail the effect of flipped learning and the way it is perceived by students in accordance with other variables such as student's background and characteristic. In this study, we investigated differences in students' perception on the flipped learning and their achievement according to their background and characteristic in flipped-learning-based introductory physics course in which class hours are divided into lecture and group problem solving equally. Students' achievement was more influenced by their readiness before the beginning of the semester than their time consuming for learning during the semester. Students generally had a very positive perception of the new way of flipped-learning-based physics teaching. However, students of insufficient prior learning, or relatively not-hard learner agreed with careful selection of subjects rather than the overall expansion of flipped learning.
Keywords
flipped learning; introductory physics; students' perception;
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