Departmental Bulletin Paper 学生の理解を深める反転授業の授業デザインの特徴 : 大学における化学の授業を事例に
The Class Design of Flipped Classroom for Deep Learning : The Case of Chemistry in Higher Education
ガクセイ ノ リカイ ヲ フカメル ハンテンジュギョウ ノ ジュギョウ デザイン ノ トクチョウ : ダイガク ニ オケル カガク ノ ジュギョウ ヲ ジレイ ニ

大山, 牧子  ,  根岸, 千悠  ,  山口, 和也  ,  Oyama, Makiko  ,  Negishi, Chiharu  ,  Yamaguchi, Kazuya  ,  オオヤマ, マキコ  ,  ネギシ, チハル  ,  ヤマグチ, カズヤ

4pp.15 - 24 , 2016-03-31 , 大阪大学全学教育推進機構 , オオサカ ダイガク ゼンガク キョウイク スイシン キコウ
This study aimed to suggest an opinion for the design of a flipped classroom through examining acase study in which the practicality of a flipped classroom in chemistry lessons was studied. In recent years, deep learning for students has become a matter of strong interest for higher education. Flipped learning has become widespread in higher education. This new instructional strategy is different from the ones used in a conventional classroom in which students carry out desk work. In a flipped classroom, instructional content is delivered online and outside the classroom. On the other hand, group work is conducted inside the classroom. This study focused on the use of a flipped classroom in a “Basic Inorganic Chemistry” class for sophomores in Osaka University. It was found that most students were satisfied with this method. Students established their own strategy of self-learning through watching videos and deeply understood the instructional content through mutual teaching and learning in group work. The findings demonstrated that the factors that promote a flipped classroom include designing students’ activities, learning objectives, and learning environment inside and outside of class (both before and after class).

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