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Flipped learning and teaching in 7th grade mathemathics

Marko Glavan (2022) Flipped learning and teaching in 7th grade mathemathics. MSc thesis.

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    Abstract

    In the master's thesis, we will deal with flipped learning and teaching, which Bergmann and Sams (2014, p. 6) define as: »a pedagogical approach in which direct teaching moves from a group learning space to an individual learning space.« The group learning space is thus transformed into a dynamic, interactive space in which the teacher guides the students as they apply the concepts in practice and creatively. We will begin the work with a review of the relevant literature. We will start with the articulation of lessons, the next chapter will be dedicated to didactic innovations, we will continue with the chapter dedicated to flipped learning, and the last chapter in the literature review will be the chapter on information and communication technologies (ICT). In the empirical part, a pedagogical experiment will be performed. 7th grade students will be involved in the experiment, in math class, and the subject will be the area of polygons. Pupils are already pre-divided into two heterogeneous groups so that subsequent division of the class will not be necessary. All groups will receive the same pre-test before the start of the experiment, which will be used to assess students' knowledge of the subject before reading it. This will be followed by the main part of the experiment. In the control group, the lessons will take place unchanged in the traditional way, so that the discussion of new learning material will be carried out at school, during the lesson, and at home, students will consolidate their knowledge through homework. In the experimental group, the lessons will take place in the way of flipped learning and teaching with the help of a video, which the students will watch at home before the lesson. Time in school will be spent on a deeper exploration of the concepts learned, with students being encouraged to think independently and explore the topic. After the experiment, the same post-test will be performed for both groups, which will be used to assess students' knowledge of the learning material after its treatment. Since we will be interested in whether the knowledge acquired through reverse learning is also permanent, another post-test will be performed after a certain period. In addition, a short survey will be conducted, with which we want to obtain the assessment of the students of the experimental group when introducing this didactic innovation. The obtained data will be analyzed using descriptive and inferential statistics, and interpreted accordingly according to the research questions. In the conclusion, we will summarize all the findings of the experiment, answer the research questions and make a meaningful conclusion.

    Item Type: Thesis (MSc thesis)
    Keywords: Flipped learning and teaching, mathematics, information and communication technologies, didactic innovations
    Number of Pages: 61
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    prof. dr. Milena Valenčič ZuljanMentor
    asist. dr. Romina Plešec GasparičComentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/101743875
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 7133
    Date Deposited: 22 Mar 2022 09:15
    Last Modified: 22 Mar 2022 09:15
    URI: http://pefprints.pef.uni-lj.si/id/eprint/7133

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