國小四年級生YouTube自主學習融入翻轉教室對自然科學習成效之影響

Impact of YouTube Self-Learning in a Flipped Classroom Setting on Academic Performance in an Elementary School Fourth-Grade Science Class

余惠娥(Yu, Hui-E) ； 鄭永熏(Cheng, Yung-Hsun)

《教育傳播與科技研究》 118期 (2018/06) Pp. 1-14

https://doi.org/10.6137/RECT.201806_118.0001

摘要

本研究旨在探討YouTube 融入翻轉教室對國小學生在自然科學習成效之影響，研究者以國小四年級自然科「水的移動」單元裡的「毛細現象」為例，將YouTube 融入翻轉教室，比較其與傳統講述法教學法之間的差異。本研究採取準實驗設計（quasi-experimental designs），在實驗前、後，各以「自然科學習成效測驗」進行評量，並且進行各組的平均數、t 檢定分析。另外，增加學生心得與教師焦點團體訪談結果與研究結論進行比對。本研究發現如下：一、YouTube 融入翻轉教育有助於提升學生自然科的學習成效；二、YouTube 在國小自然與生活科技領域進行翻轉教學的成效顯著優於傳統講述教學。

關鍵字

學習成效 ； 翻轉教室 ； YouTube

並列摘要

The current study explored the impact of YouTube self-learning in a flipped classroom setting on students' academic performance in an elementary school fourth-grade science class. This study used natural science education topic of the ＂water movement through capillarity effect＂ as an example. Based on students’ learning needs, the researchers employed a YouTube video in a flipped classroom setting to investigate how this strategy differs from traditional didactic instruction. This study had a quasi-experimental design. An evaluation of students' academic performance was conducted before and after the experiment, and the mean t test score for each study group was determined. To confirm statistical results, wordings and verbal data were collected from students' feedback and teacher-focused group interviews. The following findings were obtained: 1. The autonomous learning strategy employed in a flipped classroom setting improved students' academic performance. 2. The flipped classroom teaching method implemented in the domains of natural science and life technology resulted in more effective teaching than traditional didactic instruction.

並列關鍵字

Academic achievement ； Flipped classroom ； YouTube

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