BUILDING AND USING E-LEARNING MATERIALS SUPPORT TEACHING “MOMENTUM” IN 10th GRADE PHYSICS WITH FLIPPED CLASSROOM

Mai Hoàng Phương; Hồ Văn Tài; Phan Thanh Thúy; Phạm Thụy Phương Uyên; Nguyễn Thị Mỹ Duyên

doi:10.34238/tnu-jst.9209

BUILDING AND USING E-LEARNING MATERIALS SUPPORT TEACHING “MOMENTUM” IN 10th GRADE PHYSICS WITH FLIPPED CLASSROOM

About this article

Received: 14/11/23 Revised: 23/01/24 Published: 23/01/24

Authors

1. Mai Hoang Phuong , Ho Chi Minh City University of Education
2. Ho Van Tai, Ho Chi Minh City University of Education
3. Phan Thanh Thuy, Ho Chi Minh City University of Education
4. Pham Thuy Phuong Uyen, Ho Chi Minh City University of Education
5. Nguyen Thi My Duyen, Ho Chi Minh City University of Education

Abstract

The research article designs the process of building and using digital learning materials to support teaching chapter Momentum - Physics 10 - based on the flipped classroom model on the Moodle learning management system. The flipped classroom model is one of the modern teaching methods aiming to overcome many limitations of traditional teaching methods as well as meet the requirements of education reconstruction nowadays. This article uses the document research method to build digital learning materials and the professional solution to ask for the opinions of 22 teachers in high school about these digital learning materials. We conducted a survey with a group of 10th-grade students and the result shows that using flipped classroom models and digital learning materials can help teachers enhance students' activeness, autonomy, and self-study, encouraging them to learn about prior knowledge at home through a set of questions, and tests on Moodle. In addition, the class period is a time for teachers and students to interact, discuss, and widen their knowledge. Initial research results show that this model has contributed to improving students' autonomy and self-study.

Keywords

E-learning materials; Flipped classroom; Moodle; Self-study competence; Physics

Full Text:

PDF (Tiếng Việt)

References

[1] V. L. Nguyen, “The flipped classroom: A model of blended learning,” CTU Journal of Science, vol. 34, pp. 56-61, 2014.

[2] The National Assembly, Education law (Law No. 43/2019/QH14 passed by the 14th National Assembly of the Socialist Republic of Vietnam during its 7th session). National Political Publishing House, 2019.

[3] A. Evseeva and A. Solozhenko, “Use of flipped classroom technology in language learning,” Procedia-Social and Behavioral Sciences, vol. 206, pp. 205-209, 2015.

[4] D. B. Marks, “Flipping The Classroom: Turning An Instructional Methods Course Upside Down,” J Coll Teach Learn, vol. 12, no. 4, pp. 241-248, 2015.

[5] T. M. N. Vu, “Applying the 5E model in teaching Science through inquiry-based lesson design,” Vietnam Journal of Education, vol. 384, no. 2, pp. 60-62, June 2016.

[6] T. Do and C. K. Hoang, “The application of the flipped classroom model in online teaching at Hung Vuong university,” Journal of Science and Technology – Hung Vuong university, vol. 19, no. 2, pp. 37–45, 2020.

[7] J. Bishop and M. A. Verleger, “The flipped classroom: A survey of the research,” In ASEE, June 2013.

[8] A. Roehl, S. L. Reddy, and G. J. Shannon, “The flipped classroom: An opportunity to engage millennial students through active learning strategies,” J Fam Consum Sci, vol. 105, no. 2, pp. 44-49, 2013.

[9] G. Seaman and N. Gaines, “Leveraging digital learning systems to flip classroom instruction,” Journal of Modern Teacher Quarterly, vol. 1, pp. 25-27, 2013.

[10] Y. Chen, Y. Wang, Kinshuk, and N. S. Chen, “Is Flip enough? or should we use the Flipped model instead? ” Comput Educ, vol. 79, pp. 16–27, 2014.

[11] B. Love, A. Hodge, N. Grandgenett, and A. W. Swift, “Student learning and perceptions in a flipped linear algebra course,” Int J Math Educ Sci Technol, vol. 45, no. 3, pp. 317-324, 2013.

[12] H. N. Mok, “Teaching tip: The flipped classroom,” Journal of Information Systems Education, vol. 25, no. 1, pp. 7-11, 2014.

[13] J. B. Winter, “The effect of the flipped classroom model on achievement in an introductory college physics course,” Master’s Thesis, Mississippi State University, 2013.

[14] Ministry of Education and Training, General education program in Physics (Enclosed with the Minister of Education’s Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 Education and Training), 2018.

[15] C. H. Vuong, “Designing self-study activities based on chemistry topics to develop self-study ability for high school students,” Vietnam Journal of Education, vol. 439, pp. 39–44, 2018.

[16] T. N. Tran, “Collecting, designing, and utilizing teaching materials in teaching 8th-grade Biology to enhance students’ self-learning abilities,” Vietnam Journal of Educatio, vol. 457, pp. 60-63, 2019.

[17] T. K. A. Nguyen and T. T. T. Duong, “Developing self-learning competence for students through electronic learning materials on Group VIIA elements,” HNUE Journal of Science, vol. 65, no. 7, pp. 219–229, 2020.

[18] Ministry of Education and Training, The Minister of Education’s Circular No. 21/2017/TT-BGDĐT dated October 23, 2017 Education and Training regulating the application of information technology in Internet training and training for teachers, staff and educational administrators, 2017.

[19] N. A. Nguyen, “Applying David A. Kolb’s experiential learning theory into teaching physics based on developing experimental competencies for students,” Vietnam Journal of Educational SciencesSe, Special issue, pp. 46–52, 2020.

[20] V. Betihavas, H. Bridgman, R. Kornhaber, and M. Cross, “The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education,” Nurse Educ Today, vol. 38, pp. 15–21, 2016.

[21] C. O. Kara, “Flipped Classroom,” Medical Education World, vol. 15, no. 45, June 2016, doi: 10.25282/ted.256096.

DOI: https://doi.org/10.34238/tnu-jst.9209

Refbacks

There are currently no refbacks.



Remember me