Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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The Effects of Flipped Learning on Learning Outcomes in Middle School Science Course

중학교 과학수업에 적용된 플립러닝(Flipped Learning)의 효과

  • Received : 2016.04.21
  • Accepted : 2016.05.02
  • Published : 2016.06.30
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Abstract

The purpose of this study is to examine the effects of flipped learning on science achievement, science interest, and intrinsic motivation in middle school science course. In order to achieve the purpose of this study, data was collected from 90 7th graders who were assigned to the experimental group(flipped learning class) or comparison group(lecture class) in Seoul. After collecting data, we examined mean difference between teaching method using ANCOVA. The results of this study were as follows: The flipped learning is associated with significant improvements in science achievement and science interest. However, the flipped learning is not associated with significant improvements in intrinsic motivation. This study was investigated effects of the flipped learning and expanded the understanding of the flipped learning.

본 연구는 중학교 과학수업에서 플립러닝을 적용하고 과학성취, 과학흥미, 내재학습동기에 미치는 효과를 알아보고자 하였다. 이를 위해 서울의 남자 중학교 1학년 학생 90명을 실험집단과 통제집단으로 나누고, 플립러닝 수업(실험집단)과 강의식 수업(통제집단)을 진행하였으며, 수집된 자료는 공분산분석(ANCOVA)을 통해 평균의 차이를 분석하였다. 연구 결과, 플립러닝으로 적용한 집단의 과학성취, 과학흥미의 평균이 강의식 수업집단의 평균보다 통계적으로 유의하게 높았으나, 두 집단의 내재학습동기의 차이는 통계적으로 유의하지 않은 것으로 나타났다. 본 연구는 플립러닝의 효과성을 검증하고, 과학교육에서 플립러닝에 대한 이해를 확장시켰다는 점에서 연구의 의의를 찾을 수 있다.

Keywords

References

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