How to flip the classroom: 'Productive failure or traditional flipped classroom' pedagogical design?

How to flip the classroom: 'Productive failure or traditional flipped classroom' pedagogical design?

• Song, Yanjie The Education University of Hong Kong
• Kapur, Manu ETH Zurich, Switzerland

Journal of Educational Technology & Society, 20(1), 292-305, 2017

International Forum of Educational Technology & Society

2017

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Conceptual Knowledge Mathematics Learning Procedural Knowledge Productive Failure-Based Flipped Classroom Traditional Flipped Classroom

• Hong Kong

• 1997.7 onwards

• Secondary Education

The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the "productive failure" pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as "productive failure-based flipped classroom" in this study. The study was carried out in two Grade 7 classes: one with "traditional flipped classroom" and one with the "productive failure-based flipped classroom". Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the "productive failure" condition performed better than those in traditional flipped classroom. This suggests that the "productive failure-based flipped classroom" pedagogical design may be better able to improve students' problem solving skills.
[Copyright © 2017 International Forum of Educational Technology and Society.]

• English

Journal Articles

• 14364522

https://bibliography.lib.eduhk.hk/en/bibs/390e997f

2017-04-11