Bruk av omvendt undervisning i naturfag på ungdomstrinnet

Using Flipped Classroom in middle school science

Authors

  • Christine Lindstrøm University of New South Wales
  • Ina Camilla Lauvli Engan Oslo Metropolitan University
  • Kirsti Marie Jegstad

DOI:

https://doi.org/10.5617/nordina.7524

Abstract

In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instruction
could be implemented in middle school science. The study was carried out over four weeks in two year 8
classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses to
in-class Peer Instruction questions, and teacher interviews before, during and after the intervention. The
results show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly liked
the instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning and
teaching her classes, and the time spent for planning did not increase significantly.

Author Biographies

Christine Lindstrøm, University of New South Wales

Christine Lindstrøm har en PhD i universitetsfysikkdidaktikk fra University of Sydney, Australia, og jobber nå som førsteamanuensis på Fysisk Institutt ved University of New South Wales i Sydney, Australia, hvor hun er en av lederne av forskningsgruppen Physics Education Research for Evidence Centred Teaching (PERfECT@UNSW). Hun brenner for økt kvalitet på fysikkundervisning i høyere utdanning, og jobber for dette både gjennom forskning og undervisning. Hun har tidligere holdt stillinger som førsteamanuensis på naturfaglærerutdanningen ved OsloMet – storbyuniversitetet, førsteamanuensis II i universitetspedagogikk ved NTNU, og forsker på Centre for Computing in Science Education (CCSE) på Fysisk Institutt, Universitetet i Oslo.

Ina Camilla Lauvli Engan, Oslo Metropolitan University

Ina Camilla Lauvli Engan er utdannet grunnskolelærer 5.–10. trinn med master i skolerettet utdanningsvitenskap med fagfordypning i naturfag ved OsloMet – storbyuniversitetet, og jobber som utviklingsleder på Teglverket skole i Oslo.

Kirsti Marie Jegstad

Kirsti Marie Jegstad jobber som førsteamanuensis ved naturfagslærerutdanningen på OsloMet. Hun har en PhD i naturfagsdidaktikk fra Norges miljø og biovitenskapelige universitet innen temaet utdanning for bærekraftig utvikling. For tiden forsker hun primært på kontekstbasert kjemiundervisning, utforskende arbeidsmåter og forskningsbasert lærerutdanning.

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Published

2021-02-02

Issue

Vol. 17 No. 1 (2021): Nordina

Section

Articles

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