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An Analysis of the Perceptions and Difficulties Experienced by Science Teachers in Flipped Learning
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 Title & Authors
An Analysis of the Perceptions and Difficulties Experienced by Science Teachers in Flipped Learning
Shin, Young-joon; Ha, Ji-hoon; Lee, Sung-hee;
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 Abstract
This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.
 Keywords
flipped learning;flipped class;perception;difficulty;science class;science teacher;
 Language
Korean
 Cited by
1.
플립러닝 교수-학습 방법을 활용한 예비교사의 과학교육론 수업 적용,전영주;윤마병;

한국과학교육학회지, 2016. vol.36. 3, pp.499-507 crossref(new window)
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