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Flipped classroom i matematik i gymnasieskolan: Studie av en gymnasieklass som undervisats enligt olika undervisningsupplägg i matematikkurserna Ma 1c, Ma 2c respektive Ma 3c
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2013 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Flipped classroom in mathematics at the upper secondary school level : A study of an upper secondary school class which has been taught according to different teaching methods in the mathematics courses Ma 1c, Ma 2c and Ma 3c (English)
Abstract [sv]

I föreliggande studie undersöks hur ett undervisningsupplägg baserat på flipped classroom påverkar resultatet i en matematikklass på det naturvetenskapliga programmet, samt hur eleverna förhåller sig till ett sådant undervisningsupplägg.

Klassen undervisades av samma lärare, men med olika undervisningsupplägg, i tre olika matematikkurser: Traditionell undervisning med klassrumsbaserade genomgångar i Ma 1c; inverterad undervisning i Ma 2c där eleverna före lektionstillfället tog del av en videogenomgång, för att frigöra tid för uppgiftslösning i klassrummet; inverterad undervisning i Ma 3c med tillägget att man i klassrummet använde sig av undervisnings­verktyget peer instruction.

En enkät gjordes angående elevernas attityder till de olika undervisningsuppläggen. Vidare gjordes en jämförelse av klassens resultat på de nationella proven med resultaten i riket, samt med resultaten för en elevgrupp som undervisats traditionellt.

Enkätsvaren visar att eleverna var mycket nöjda med flipped classroom, och att majoriteten ansåg att de lärde sig mer med flipped-classroom-baserad undervisning än med traditionell undervisning. Detta gäller elever på alla betygs­nivåer; elever med såväl som utan tillgång till matematik­hjälp hemma; pojkar såväl flickor. Elevernas inställning till peer instruction var mera splittrad.

Jämförelsen av resultat på de nationella proven visar en tydlig nedgång i elevernas prestation mellan Ma 1c och Ma 3c. Den största delen av nedgången skedde mellan Ma 1c och Ma 2c, dvs. då undervisning baserad på flipped classroom infördes. Denna nedgång skulle givetvis kunna ha andra orsaker än att flipped classroom införts i undervisningen. Slutsatsen att flipped classroom, såsom det implementerats i klassen, inte tycks ha någon positiv inverkan på elevernas akademiska resultat tycks dock motiverad.

Abstract [en]

A flipped classroom based teaching structure in a natural science programme class at a higher secondary school has been studied in terms of influence on academic results and pupil attitudes. The class of was taught in mathematics by the same teacher using different teaching structures in three different mathematics courses: In Ma 1c, the teaching followed a traditional structure with classroom based lectures; in Ma 2c, the teaching structure was flipped, in that the pupils watched lecture podcasts prior to the lesson in order to make more time available for problem solving in class; Ma 3c also had a flipped structure, with the addition of peer instruction exercises in the classroom.

A survey was performed relating to the pupils’ attitudes to the different teaching structures. Furthermore, the results of the class at the national tests in mathematics were compared a control group consisting of pupils who had been traditionally taught, as well as control groups derived from national statistics.

The survey revealed that the pupils were very positive to flipped classroom teaching.

The comparison of the results on national tests revealed that the academic results of the class declined between Ma 1c and Ma 3c, with the largest part of the decline occurring between Ma 1c and Ma 2c, i.e. when flipped classroom was introduced. At least part of this decline could possibly be ascribed to other factors than the change of teaching structure. However, the conclusion that flipped classroom as implemented in the class at study does not have a positive influence on the academic results of the pupils seems motivated.

Place, publisher, year, edition, pages
2013. , 31 p.
Keyword [en]
Flipped classroom, podcasts, peer instruction, mathematics, higher secondary education, comparison to national tests
Keyword [sv]
Flipped classroom, inverterad undervisning, matematik, gymnasieskolan, c-spåret, videogenomgång, peer instruction, kamratdiskussioner, jämförelse med nationella prov
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-28741Local ID: LPKUB::3OAI: oai:DiVA.org:kau-28741DiVA: diva2:643250
Educational program
Lärare:Kompletterande utbildning (allmänna ämnen), 90 hp
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Available from: 2013-09-11 Created: 2013-08-26 Last updated: 2013-09-11Bibliographically approved

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