Flipping the science classroom: Exploring merits, issues and pedagogy

Ng, W

Flipping the science classroom: Exploring merits, issues and pedagogy

Ng, W

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Publisher:: Australian Science Teachers Association
Publication Type:: Journal Article
Citation:: Teaching Science, 2014, 60 (3), pp. 16 - 27
Issue Date:: 2014-09

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Field	Value	Language
dc.contributor.author	Ng, W https://orcid.org/0000-0003-2183-5245	en_US
dc.date.issued	2014-09	en_US
dc.identifier.citation	Teaching Science, 2014, 60 (3), pp. 16 - 27	en_US
dc.identifier.issn	0045-0855	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115955
dc.description.abstract	Educators are continually being challenged to think about how best to integrate digital technologies meaningfully and effectively in their classrooms. A current trend in educational technology which has the potential to enable this in a pragmatic manner is the flipped classroom concept. This paper aims to explore the idea in Science teaching and learning, and examine its merits, issues and pedagogical implications.	en_US
dc.publisher	Australian Science Teachers Association	en_US
dc.relation.ispartof	Teaching Science	en_US
dc.title	Flipping the science classroom: Exploring merits, issues and pedagogy	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	60	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	0299 Other Physical Sciences	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	60	en_US

Abstract:

Educators are continually being challenged to think about how best to integrate digital technologies meaningfully and effectively in their classrooms. A current trend in educational technology which has the potential to enable this in a pragmatic manner is the flipped classroom concept. This paper aims to explore the idea in Science teaching and learning, and examine its merits, issues and pedagogical implications.

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http://hdl.handle.net/10453/115955