Is Flipped Learning more Effective than Traditional Classrooms in Developing Prospective Elementary Teachers’ Competence of Designing Integrated Natural Science Topics?

Anh The Hung Mai,Hoi Thi Thanh Phan,Duy Duc Phan,Trang Thi Thuy Nguyen

doi:10.53889/ijses.v2i1.35

Abstract

The flipped learning has a lot of advantages in university teaching, especially in the era of information technology explosion and in response to the current Covid-19 pandemic. Designing integrated natural science topics (DINST) is an important competence of elementary school teachers in creating an attractive teaching topic with interdisciplinary integration. The purpose of this study is to determine the effectiveness of applying the flipped learning in developing DINST competence compared to applying the traditional teaching model for prospective elementary teachers. The article used a quasi-experimental method. The 86 fourth-year pre-service elementary teachers were divided into two groups in which the experimental group was applied the flipped learning and the control group was done by traditional teaching. This research was conducted in a 7-week course in the semester I (2020 – 21) through the Module of “Scientific Discovery Activities Organization” at one public university of Education in Vietnam. The article has identified the process of organizing teaching to develop DINST competence for future elementary teachers. Pre- and post- tests were designed and applied on both groups. A questionnaire to collect information on the experimental group's learning attitude was also carried out, which helps to further explain our research results. Descriptive statistics and quantitative data analysis were performed on SPSS. The research results have shown that applying the flipped learning has contributed to the development of DINST competence for prospective elementary teachers better than teaching in the traditional way. The research has contributed to proving the positive role of the flipped learning in developing the future Elementary teachers’ competence to integrated teaching and showed that this model can be widely applied in Vietnam's teacher training institutions

Highlights

Flipped learning is known as “inverted classrooms”, “flipped classrooms”
The application of the flipped learning was more effective in developing the competence of Designing integrated natural science topics (DINST) for pre-service elementary teachers than the traditional teaching model
Research showed that the flipped classroom is more effective than the traditional classroom model in developing DINST competence for prospective elementary teachers

Summary

Introduction

Flipped learning is known as “inverted classrooms”, “flipped classrooms”. It is seen as a form of teaching organization that reversing the traditional concept of classroom-based learning, in which learners are introduced to the learning materials before class, teachers use classroom time to organize for learners to exchange, discuss, problem-solving activities with peers and teachers to deepen understanding of the learning content Flipped learning is known as “inverted classrooms”, “flipped classrooms”. It is seen as a form of teaching organization that reversing the traditional concept of classroom-based learning, in which learners are introduced to the learning materials before class, teachers use classroom time to organize for learners to exchange, discuss, problem-solving activities with peers and teachers to deepen understanding of the learning content Sams and Bergmann were considered one of the pioneers who laid the groundwork for the flipped learning in 2007. They posted pre-recorded lessons online to help learners re-learn what they missed in their previous lessons instead of re-teaching them. Many colleges and universities have adopted the flipped classroom model because it provides opportunities for students to enhance peer-to-peer interaction and deeper engagement with the materials, this pedagogical approach has become so popular in higher education that 2015 New Media Consortium Horizon Report listed the flipping classroom to be adopted on a large scale in a year or less (Johnson et al, 2014)

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