This article presents results from a study on the implementation of Flipped Learning in Danish science classrooms within secondary schools. The practices of teachers and students in three 8th grade science classrooms were documented quantitatively and qualitatively over the course of 18 weeks prior to and after the implementation of a conceptualized Flipped Learning approach to teaching and learning. The aim of the study was to gain insight into practices of teachers and students engaging in a physics/chemistry setting. The results suggest that the initial implementation does not necessarily change classroom practices as expected. For example did measured time spent on student vs. teacher oriented activities show three different trends; more, less and unchanged proportions. In contrast the experience of Flipped Learning by students and teachers offered a generally more optimistic set of narratives of time spent on student oriented activities. Also, both students and teachers, experienced that the use of video and a digital questionnaire as homework resulted in in-class time, where students were more focused on the subject matter. Interviews also suggested that the use of video was a potential motivation factor for students.
|Conference||Nordisk Forskersymposium for Undervisning i Naturfag - NFSUN 2017|
|Period||06/06/17 → 09/06/17|