翻轉教學融入國小高年級自然與生活科技領域課程學習成效之探討

Exploring the Learning Effectiveness of Integrating Flipped Classroom into Elementary 6th Graders Science and Technology Course

劉光夏(Kuang-Hsia Liu) ； 周宛瑜(Wan-Yu Chou)

《教育傳播與科技研究》 113期 (2016/04) Pp. 39-62

https://doi.org/10.6137/RECT.2016.113.03

摘要

本研究旨在探討翻轉教學融入國小高年級自然與生活科技領域課程對學生學習成效的影響，並瞭解學生對此教學模式的態度與看法。本研究採準實驗研究法，以某國小六年級四個班級學生為研究對象（N = 128），進行三週「簡單機械」單元實驗教學，並隨機分配兩班接受翻轉教學的實驗組及兩班接受傳統教學的控制組。資料處理方面採描述性統計與單因子共變數分析法（one-way ANCOVA）等，並輔以對實驗組學生半結構式晤談。結果發現：接受翻轉教學之實驗組學生學習成效與控制組相較，無顯著差異；接受翻轉教學之實驗組學生學習滿意度與控制組相較，有顯著提升；實驗組學生對翻轉教學融入自然領域課程持有正面且肯定態度。最後，本研究對實施翻轉教學提出相關建議。

關鍵字

自然與生活科技領域 ； 學習成效 ； 翻轉教學

並列摘要

The main purpose of this study is to explore the learning effectiveness and attitudes of integrating flipped classroom into elementary science and technology course by conducting a quasi-experimental research. Four sixth-grade classes from an elementary school were chosen as participants (N = 128). Two classes were randomly selected as the experimental group, and the other two as the control group. The experimental group was given the flipped classroom model, and the control group was given the traditional teaching method. The time period of the intervention was three weeks with the unit of simple machines. Descriptive statistics and one-way ANCOVA were adopted for quantitative data analysis. Semi-structured interview was also conducted with the experimental group for qualitative data analysis. This study showed the following significant results: There was no significant difference in learning effectiveness between students in the experimental group and the control group; The learning satisfaction of the students in the experimental group was significantly better than that in the control group; The students had a positive attitude toward the flipped classroom integrated into science teaching. Overall, the study provided suggestions for flipped classroom model.

並列關鍵字

Science and technology area ； Learning effectiveness ； Flipped teaching

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