Open AccessBruk av omvendt undervisning i naturfag på ungdomstrinnet
Author(s) -
Christine Lindstrøm,
Ina Camilla Lauvli Engan,
Kirsti Marie Jegstad
Publication year - 2021
Publication title -
nordina
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 3
eISSN - 1894-1257
pISSN - 1504-4556
DOI - 10.5617/nordina.7524
Subject(s) - psychology , class (philosophy) , mathematics education , intervention (counseling) , pedagogy , flipped classroom , computer science , artificial intelligence , psychiatry
In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instructioncould be implemented in middle school science. The study was carried out over four weeks in two year 8classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses toin-class Peer Instruction questions, and teacher interviews before, during and after the intervention. Theresults show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly likedthe instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning andteaching her classes, and the time spent for planning did not increase significantly.