ENHANCING THE 21ST CENTURY LEARNING THROUGH THE FLIPPED CLASSROOM APPROACH: A SCIENCE TEACHER’S PERSPECTIVES
PDF

Keywords

21st Century learning, flipped classroom; primary education; science education

How to Cite

WASRIEP, M. F. (2019). ENHANCING THE 21ST CENTURY LEARNING THROUGH THE FLIPPED CLASSROOM APPROACH: A SCIENCE TEACHER’S PERSPECTIVES. Asia Proceedings of Social Sciences, 4(2), 121-124. https://doi.org/10.31580/apss.v4i2.761

Abstract

A flip classroom is closely related to the inverted classroom that promotes learning outside the classroom (Lage et al., 2000). The main reason for the implementation of the flipped classroom is to free up the allotted learning time at school so that more engaging activities could be done (Milman, 2014). Since the flipped classroom is still at its early phase in Malaysia, there are limited studies done in this area (A. Rahman, Abdullah, Mohammed, Mohd Zaid, & Aris, 2014). This preliminary study reveals three issues in 21st-century learning experience via primary science flipped classroom implementations including the affordances, assistance and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in some ways nonetheless there are challenges that she has to resolve.

https://doi.org/10.31580/apss.v4i2.761
PDF

References

A. Rahman, A., Abdullah, Z., Mohammed, H., Mohd Zaid, N., & Aris, B. (2014). Flipped
classroom : Reviving cognitive development among school students. 3rd International Seminar on Quality and Affordable Education, (November).
Creswell, J. W. (2013).Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. Research design Qualitative quantitative and mixed methods approaches. http://doi.org/10.1007/s13398-014-0173-7.2
Groenewald, T. (2004). A phenomenological research design illustrated. International
Journal of Qualitative Methods, 3(1), Retrieved from Articlhttp://www.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf
Gomez-Zwiep, S. (2008). Elementary teachers’ understanding of students’ science
misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437–454. http://doi.org/10.1007/s10972-008-9102-y
Handcock, B., Ockleford, E., & Windridge, K. (2009). An Introduction to Qualitative
Research (pp. 2–40). Retrieved from https://www.rds-yh.nihr.ac.uk/wp content/uploads/2013/05/5_Introduction-to-qualitative-research-2009.pdf
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to
Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. http://doi.org/10.1080/00220480009596759
Lehtinen, A., & Viiri, J. (2017). Guidance Provided by Teacher and Simulation
for Inquiry-Based Learning: a Case Study. Journal of Science Education and Technology, 26(2), 193–206. http://doi.org/10.1007/s10956-016-9672-y
Milman, N. B. (2014). The Flipped Classroom Strategy. Distance Learning, 9(3), 85–
87. Retrieved from https://www.usdla.org/wp-content/uploads/2015/09/Vol.-11-No.-4-2014.pdf
Koole, T., & Elbers, E. (2014). Responsiveness in teacher explanations: A conversation
analytical perspective on scaffolding. Linguistics and Education, 26(1), 57–69. http://doi.org/10.1016/j.linged.2014.02.001
Kozulin, A. (2002). Sociocultural Theory and Mediated Learning Experience.pdf. School
Psychology International, 23(1), 7–35. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0143034302023001729
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.