Abstract
STEM education is essential but challenging. Educators generally believe that both practical work and flipped learning facilitate STEM education. Practical work is useful in establishing linkages among STEM-related disciplines as well as the connections between knowledge and the real-life problems while flipped learning allows teachers to spend more in-class time on individual guidance and feedbacks. This study aims at studying the mechanism of how they could benefit STEM education and their interactions when used together. In this study, a strategy called flipping–practical–discussion was employed in a STEM lesson among twenty senior high school students in grade eleven. The research follows a qualitative design and individual interviews were conducted on three students and the teacher who conducted the lecture. The result shows that the pre-class video of flipping classroom could act as a medium in providing the pre-requisite knowledge and skills which facilitate the practical work and discussions. Although there is a lack of support in the pre-class section, the questions aroused during watching the video could serve as the raw materials for subsequent class activities, therefore keeping students more focused in the in-class session and potentially boosting the effect of the practical work and discussions. Copyright © 2020 Springer Nature B.V.
Original language | English |
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Pages (from-to) | 479-507 |
Journal | Technology, Knowledge and Learning |
Volume | 25 |
Issue number | 3 |
Early online date | Mar 2020 |
DOIs | |
Publication status | Published - Sept 2020 |
Citation
Fung, C.-H. (2020). How does flipping classroom foster the STEM education: A case study of the FPD model. Technology, Knowledge and Learning, 25(3), 479-507. doi: 10.1007/s10758-020-09443-9Keywords
- STEM education
- Practical work
- Lab activity
- Flipping classroom
- Discussion
- Lever system
- PG student publication