A Pilot Study of Harnessing the Flipped Classroom Strategy in Social Inquiry Learning

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-6 - Learners' Perspectives on MOOCs, Knowledge, Interactions, and Preferences

Abstract

The flipped classroom is a pedagogic strategy about inverting the traditional use of in-class time for conducting lower-level learning activities and out-of-class time for conducting higher-level learning activities. Social inquiry learning (SIL), which is a constructivist learning approach, has been conventionally adopted in social and humanities education. We aimed to integrate the idea of the flipped classroom into the process of SIL for promoting students' learning achievement. Apart from delineating the pedagogic design of the proposed "flipped" social inquiry learning (FSIL) approach, this paper also reports our pilot study (with 60 K-10 students) on investigating the pedagogic effectiveness of FSIL in comparison with SIL. Results indicated that the FSIL students significantly outperformed the SIL students with a large effect size.

Authors

• Morris S.Y. Jong, The Chinese University of Hong Kong

• Vincent Tam, The University of Hong Kong

• Wilfred W.F. Lau, The Chinese University of Hong Kong

• To Chan, The Chinese University of Hong Kong

• Junjie Shang, Peking University

• Eric Luk, The Chinese University of Hong Kong