Ex) Article Title, Author, Keywords
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.
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
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