紀要論文

紀要論文

text

大阪大学高等教育研究. 2016, 4, p. 15-24

日本語

text

2016-03-31

This study aimed to suggest an opinion for the design of a flipped classroom through examining acase study in which the practicality of a flipped classroom in chemistry lessons was studied. In recent years, deep learning for students has become a matter of strong interest for higher education. Flipped learning has become widespread in higher education. This new instructional strategy is different from the ones used in a conventional classroom in which students carry out desk work. In a flipped classroom, instructional content is delivered online and outside the classroom. On the other hand, group work is conducted inside the classroom. This study focused on the use of a flipped classroom in a “Basic Inorganic Chemistry” class for sophomores in Osaka University. It was found that most students were satisfied with this method. Students established their own strategy of self-learning through watching videos and deeply understood the instructional content through mutual teaching and learning in group work. The findings demonstrated that the factors that promote a flipped classroom include designing students’ activities, learning objectives, and learning environment inside and outside of class (both before and after class).

10.18910/56228

56228

学生の理解を深める反転授業の授業デザインの特徴 : 大学における化学の授業を事例に

大阪大学全学教育推進機構

日本語

2016-03-31

大阪大学高等教育研究

4

15

24

https://hdl.handle.net/11094/56228

10.18910/56228

https://doi.org/10.18910/56228