npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041
Qrcode

Article

Research Paper

New Phys.: Sae Mulli 2021; 71: 78-85

Published online January 29, 2021 https://doi.org/10.3938/NPSM.71.78

Copyright © New Physics: Sae Mulli.

Students' Satisfaction and Performance in Flipped Physics Classrooms Having Different Proportions of Face-to-face Lecturing

Heeseung ZOE1,2,3,4, Kyujin KWAK5, Dong-han YEOM6,7, Jihoon LEE8*

1School of Undergraduate Studies, College of Transdisciplinary Studies, DGIST, Daegu 42988, Korea

2Department of Physics Education, Pusan National University, Busan 46241, Korea
3Research Center for Dielectric and Advanced Matter Physics, Pusan National University, Busan 46241, Korea
4Department of Physics Engineering, Istanbul Technical University, Maslak 34469, Turkey
5Department of Physics, UNIST, Ulsan 44919, Korea
6Department of Physics Education, Pusan National University, Busan 46241, Korea
7Research Center for Dielectric and Advanced Matter Physics, Pusan National University, Busan 46241, Korea
8School of Undergraduate Studies, College of Transdisciplinary Studies, DGIST, Daegu 42988, Korea

Correspondence to:vastlee4@dgist.ac.kr

Received: September 25, 2020; Revised: December 3, 2020; Accepted: December 4, 2020

Abstract

Flipped learning is an instructional design implementing peer instruction by reducing traditional face-to-face lecturing. However, students tend to be afraid of replacing face-to-face lecturing with peer instruction. We applied the flipped learning method to two sections of General Physics 2 for electromagnetism and modern physics. We controlled the ratio of face-to-face lectures to the entire class meeting hours to be 1/2 for one section (N=288) and 1/3 for the other section (N=296). Students' achievements were not statistically distinguished between the two sections. Students' satisfaction with lecturing was indistinguishable. However, while students in the 1/3 section prefered peer instruction, those in the 1/2 section were satisfied with instructional design. According to a correlation analysis, students' satisfaction correlated with achievements only in the 1/2 section. Therefore, we conclude that flipped learning is systematically worked in the 1/2 section rather than in the 1/3 section.

Keywords: Physics education, Flipped learning, Peer instruction