참고문헌
- Baker, J. W. (2000). The "Classroom Flip": Using web course management tools to become the guide by the side (pp. 9-17). Jacksonville, FL: Florida Community College
- Bates, S., & Galloway, R. (2012, April). The inverted classroom in a large enrolment introductory physics course: a case study. Proceedings of the HEA STEM learning and teaching conference, London.
- Bergmann, J.. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
- Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington, DC: International Society for Technology in Education.
- Choi, J., Na, J., & Song, J (2015). Developing an Instrument for Analysing Students' Behavioral Engagement in School Science Classroom. Journal of the Korean Association for Science Education, 35(2), 247-258. https://doi.org/10.14697/jkase.2015.35.2.0247
- Choi, M-J., & Jeong, J. (2015). The effect on student achievement, lesson preparation, and behavior related to the class caused by flipped learning lectures in physics. New Physics: Sae Mulli, 65(11), 1110-1115. https://doi.org/10.3938/NPSM.65.1110
- Crouch, C. H., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment?. Am. J. Phys. 72(6), 835-838. https://doi.org/10.1119/1.1707018
- Etkina, E., & Van Heuvelen, A. (2004). Investigative science learning environment (p. 12-14). Forum on Education of the American Physical Society, 2004, Spring issue, Florida International University, Miami, FL.
- Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. E. (2010). Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories. The Journal of the Learning Sciences, 19(1), 54-98. https://doi.org/10.1080/10508400903452876
- Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer instruction: Results from a range of classrooms. The physics teacher, 40(4), 206-209. https://doi.org/10.1119/1.1474140
- Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher 30, 141-158. https://doi.org/10.1119/1.2343497
- Karelina, A., & Etkina, E. (2007). Acting like a physicist: Student approach study to experimental design. Physical Review Special Topics-Physics Education Research, 3(2), 020106. https://doi.org/10.1103/PhysRevSTPER.3.020106
- Kim, E., & Lee, Y. (2015). A Study on international cases for application of flipped classroom in university. Lifelong Learning Society, 11, 115-137.
- Kim, N., Chun, B., & Choi, J. (2014). A case study of flipped learning at colledge level: Focused on motivation and self-efficacy. Journal of Educational Technology, 30, 467-492. https://doi.org/10.17232/KSET.30.3.467
- Lasry, N., Mazur, E., & Watkins, J. (2008). Peer instruction: From Harvard to the two-year college. Am. J. Phys. 76(11), 1066-1069. https://doi.org/10.1119/1.2978182
- Lee, E., Kim, J. B., & Lee, J. S. (2013). Exploration of peer instruction based on a case study involving science teachers. New Physics: Sae Mulli, 63(1), 17-28. https://doi.org/10.3938/NPSM.63.17
- Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. Am. J. Phys. 74(2), 118-122. https://doi.org/10.1119/1.2162549
- Mazur, E. (1997). Peer instruction: A user's manual (Series in Educational Innovation). Upper Saddle River, NJ: Prentice Hall.
- McDermott, L. C., & Shaffer, P. S. (2002). Tutorials in introductory physics. Boston, MA: Addison-Wesley.
- McDermott, L. C., Shaffer, P. S., & Somers, M. D. (1994). Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine. Am. J. Phys. 62(1), 46-55. https://doi.org/10.1119/1.17740
- Shaffer, P. S., & McDermott, L. C. (1992). Research as a guide for curriculum development: An example from introductory electricity (Part I): Investigation of student understanding. Am. J. Phys. 60, 994-1003. https://doi.org/10.1119/1.17003
- Turpen, C., & Finkelstein, N. D. (2010). The construction of different classroom norms during Peer Instruction: Students perceive differences. Phy. Rev. ST Phys. Edu. Res. 6(2), 020123. https://doi.org/10.1103/PhysRevSTPER.6.020123
- Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances students metacognition and collaborativelearning strategies in higher education but effect does not persist. Life Science Education, 14, 1-10.
- You, H., Im, H., Go, J., Shin, H., & Park, S. (2011). National survey of student engagement in Korean universities (Research report RR 2011-13). Seoul: Korean Education Development Institute.
피인용 문헌
- 플립러닝의 동영상 활용시 제안과 교육적 가치 고찰 vol.10, pp.6, 2018, https://doi.org/10.22156/cs4smb.2020.10.06.087