Advanced SearchSearch Tips
The Effects of Science Lesson with the Application of Flipped Learning on Science Academic Achievement and Scientific Attitude
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Effects of Science Lesson with the Application of Flipped Learning on Science Academic Achievement and Scientific Attitude
Lee, Byeong-hee; Lee, Hyeong-cheol;
  PDF(new window)
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 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.
Flipped Learning;science academic achievement;scientific attitude;cognition on the Flipped Learning;
 Cited by
Bergmann, J. & Sams, A. (2012). Flip your classroom : Reach every student in every class every day. Washington, DC: International Society for Technology in Education.

Davies, R. S., Dean, D. L. & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. crossref(new window)

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27.

Jeong, M. (2014). The effect of flipped classroom on elementary learner's mathematics academic achievement and attitude. Master's thesis, Korean National University.

Kim, H.-n., Chung, W.-h. & Jeong, J.-w. (1998). National assessment system development of science-related affective domain. Journal of the Korean Association for in Science Education, 18(3), 357-369.

Lee, J.-y., Kim, Y.-h. & Kim, Y.-b. (2014). The application case of learner-centered Flipped Learning lesson. Journal of Educational Technology, 30(2), 163-191. crossref(new window)

Lee, J.-y., Park, S.-h., Kang, H.-j. & Park, S.-y. (2014). Flipped Learning's meaning and exploratory study on educational environment. Journal of Digital Convergence, 12(9), 313-323.

Lee, M.-k. (2014). Case study on effect and signification of flipped classroom. The Journal of Korean Education, 41(1), 87-116.

Ministry of Education and Science Technology (2011). Elementary science text book 6-1.

Ministry of Education and Science Technology (2011). Explanation of elementary education process IV.

Papadopoulos, C. & Roman, A. S. (2010). Implementing an inverted classroom model in engineering statics: Initial results. Proceedings of American Society for Engineering Education 2010 Annual Conference and Exposition, USA.

Richard, P. & Strayer, J. F. (2012). Vodcasts and active-learning exercises in a "flipped classrooms" model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1-5. crossref(new window)

Scott, A. J. (2011). In-class versus online video lectures: Similar learning outcomes, but a preference for in-class. Society for the Reaching of Psychology, 38(4), 298-302.

Strayer, J. F. (2012) How learning in an invested classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. crossref(new window)

Ullman, E. (2013). Tips to help you flip your classroom. Education Update, 55(2), 1-5.