Abstract
This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. The research was conducted in the formal learning and teaching context of senior secondary social humanities education in Hong Kong, involving nine teachers (from nine different schools at three different academic bands) and their Secondary-5 (Grade-11) classes (with a total of 610 students) in two consecutive school years. Apart from delineating the evidence-based teacher facilitation practices that we designed, enacted and evaluated in the DBR process, this paper also discusses the principles that we derived in accordance with these practices. The present work provides both researchers and educators with new insights into developing adequate teacher facilitation strategies when adopting flipped learning in social humanities education and upon different formal schooling settings.
Highlights
Accepted: 6 January 2022Against the backdrop of the pervasive promotion of harnessing online technologies in learning and teaching, flipped learning, as well as its synonyms: “flipped classroom,”“inverted teaching,” “flipping the classroom,” etc., has been regarded as one of the most salient approaches in school education [1,2]
This paper reports on our design-based research (DBR) project which aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic framework of flipped social enquiry learning, namely Flipped Issue-Based Enquiry Ride (FIBER)
As reported in the working paper [20], at the Analyse I stage in RR1, we revealed a number of problems arising from the implementation of FIBER during the Enact I stage, impeding the students’ flipped social enquiry learning process
Summary
Against the backdrop of the pervasive promotion of harnessing online technologies in learning and teaching, flipped learning, as well as its synonyms: “flipped classroom,”. “inverted teaching,” “flipping the classroom,” etc., has been regarded as one of the most salient approaches in school education [1,2]. As suggested by the name, flipped learning inverts the in-class and out-of-class pedagogic activities that are used to being exercised inside and outside the classroom [3]. There have been considerable studies and examples about adopting flipped learning in subjects pertaining to STEM (science, technology, engineering and mathematics) (e.g., [4,5,6,7]). Research into harnessing this approach in social humanities education (SHE) has remained in its infancy state [12,13]. The present work is targeted at filling this research gap and addressing the pedagogic problems which have existed in SHE in Hong Kong secondary schools
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