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flipping the science classroom in Ghana

report from a PhD research project in progress

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flipping the science classroom in Ghana

  1. 1. FLIPPED LEARNINING IN SCIENCE TEACHING IN GHANAIAN SCHOOLS BENJAMIN AIDOO SCHOOL OF EDUCATION
  2. 2. INTRODUCTION Motivation and Engagement helps students learn  Stay focus and self confidence  Take full responsibility of learning Increase student interest  High at primary level but decrease at later age  Science related courses and career in science  Best practices in 21st century for motivating students  technological tools for increasing students’ achievement and collaboration Flipped Learning  increasing students’ achievement  promoting collaboration  critical thinking.
  3. 3. TEACHING SCIENCE IN GHANA Modifications in Curriculum Needs of the workforce in science and technology Train teachers to be more effective Low interest in science resulting in poor performance e.g. BECE, TIMSS Diploma in Basic Education (DBE) 3 year program to train teachers for elementary schools Generalist and Specialist teacher for all and specific subjects Educational and Professional courses Awarded diploma certificate and enroll for 2 year top-up equivalent to degree  4 -year teacher training program (T-TEL) to meet 21st century needs Practical skills and capabilities to meet NTS requirements Student-centered teaching approach o Promote critical thinking skills
  4. 4. METHODOLOGY Theoretical Framework (Bloom cognitive taxonomy) Assist in defining the thinking skills that are expected  Promotes students higher-order thinking skills  Opportunity for students to reflect, and debate among themselves.  Phenomenological design  lived or first-hand experiences of students in the flipped classroom learning Twenty pre-service teachers from a College of Education in Central Ghana Demographic survey and interviews from five participants  transcribed and saved into NVivo
  5. 5. RESULTS Sub-themes 1 (Collaboration) Example of quotes  Interacting with other teachers “ Through the interaction I was able understand certain things which I didn’t know before’’  Class time for problem solving activities “As I communicate with other teachers in the flipped classroom, it encouraged me to search for information and this will help me to connect with other aspects of my life  Confidence building “ I was motivated by the process of learning and the interactions with friends in the class discussions’’ Theme 2 ( Critical thinking)  Students discussions and interactions “ As I take part in the discussions, I was encouraged to master skills of problem solving skills ”  Knowledge construction “ Depth of understanding of the topic increased through synthesizing information to create new knowledge”  Motivation “ provided opportunity to manage that difficult question”
  6. 6. RESULTS Student collaboration  master skills of problem solving  better opportunities to gain constructive feedback  Enhance students’ interpersonal interactions  collaboration helps to build convergent skills from students Achievement  Flipped classroom had higher scores than in lecture Critical thinking skills  helped to think deeper of scientific inquiries  develop own understanding of tasks  increased though synthesizing information to create new knowledge 0 1 2 3 4 5 6 Achievment Collaboration Critical thinking Interactions Problem-solving Knwoledge 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Traditional class Flipped class Achievement Model
  7. 7. DISCUSSION Flipped class is effective in teaching than traditional lecture  Effective collaboration between students and teachers  Active learning strategies impacts student’s mastery skills and higher-level learning  Teachers help students learn at own pace by providing guides  Class time for problem solving  Critical thinking skills enhanced  Enhances learning outcomes

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