Mening og relationer i flipped learning
En undersøgelse af de studerendes oplevelse af et flipped learning undervisningsforløb i videnskabsteori”.
DOI:
https://doi.org/10.7146/lom.v12i22.119678Keywords:
flipped learning, meaning, relationsAbstract
The article presents a study on whether and how the students perceive a flipped learning course in history of science as relevant, and which parts of the teaching they experienced supported their learning.
A smaller mixed methods design was applied. 36 students answered a questionnaire with both qualitative and quantitative items, and we conducted focus group interview with 4 students. An interpretative phenomenological method and analysis design was used. Four themes were identified based on the qualitative data: 1. Meaning, 2. Preparation and participation, 3. Expectations and 4. Relationships.
The study found that the students greatly experienced the flipped learning teaching method as relevant and supportive of their learning, but this was due to the fact that the teaching was made meaningful to them by the teacher, and they felt secure in relation to the teacher, fellow students. and in the learning context. Meaning and relationships in learning situations were central to the students becoming active co-creators of their own learning and were included in the relational learning processes between students and the learning context.
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