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The Learning Effects of Using the Flipped Classroom Model on Elementary School Students' Oral Expression on Philosophical Topics
flipped classroom instruction
Abstract It has always been a trend that modern education development combines technology and diverse teaching methods. Nowadays, educators have been working on enhancing children’s oral expression skills and independent thinking skills. The study adopted a single set of quasi–experiment which investigated how a flipped classroom influenced children’s oral expression skills, specifically on philosophical topics. The research participants were third graders at an elementary school in northern Taiwan. The researcher organized eight sessions for discussion, with two weeks as a cycle. Eight philosophical topics were introduced in both the traditional classroom and the flipped classroom. The researcher adopted the students’ self–compiled materials and self–created films under eight topics which are easy to understand for elementary school studnets and usually happened in the campus. In terms of the research tools, the researcher complied a competency scale of Chinese oral expressions and a classroom observation checklist based on the Grade 1–9 Curriculum Guidelines. The research data included video recordings of the sessions and verbatim transcription. The researcher coded the collected qualitative data and analyzed them quantitatively via the Wilcoxon signed test and the Cohen's D statistical test. Further, qualitative data were used to support the findings. The quantitative and qualitative analysis results showed that flipped classroom instruction can enhance studnets’ Mandarin oral expression and interactive behaviors. The study can be a useful reference for those educators who intend to conduct the relevant courses on the influence of a flipped classroom on students’ Chinese oral output on philosophical issues.
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