Abstract
Abstract
This quasi-experimental pre/post-study with control group examines the effect of the flipped classroom method applied to basic physics courses at two German secondary schools (N = 150) in a three-month treatment. The focus of the study is the performance in a content knowledge test and the related non-cognitive attitudes as interest in the subject physics, motivation to do physics and the physics related self-concept. First results indicate that flipped classroom has a positive effect on the learning gain as well as on motivation and self-concept. Further analysis will look into parameters that moderate the effect of flipped classroom.
Subject
General Physics and Astronomy
Reference48 articles.
1. A review of flipped classroom research, practice, and technologies;Estes;Int. High. Educ. Teach. Learn. Rev.,2014
2. The use of flipped classrooms in higher education: A scoping review;O’Flaherty;The Internet and Higher Education,2015
3. Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice;DeLozier;Educ. Psychol. Rev.,2017
4. Future: New strategies for hospitalists to overcome challenges in teaching on today’s wards;Martin;J. Hosp. Med.,2013
Cited by
8 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献