Abstract
Flipped classroom is a pedagogical approach which
changes instructional activity from teacher’s lecturing to student’s
self-learning. In flipped classroom,
students learn concepts via digital technology and apply understanding about
the concepts in classroom activities. In
the classroom activities, teacher has important roles in facilitating students
to develop better understanding about the concepts, solve problems, exchange
ideas, discuss, and make conclusions.
Flipped classroom approach consists of four stages: (1) experiential
engagement, (2) concept exploration, (3) meaning making, and (4) demonstration
and application. The learning in flipped
classroom approach is relevant to learning in the 21st century where students are
able to learn every time and everywhere via digital technology. Flipped classroom approach is able to be
implemented in mathematics classroom instruction in order to prepare students
for Thailand 4.0.
Keywords:
Flipped
Classroom, Mathematics
Introduction
A goal of education in the 21st century is to
prepare students for working and real-life living. Teacher is an important factor who can
facilitate students to achieve the goal.
Teacher has to be active and creative to conduct high quality
instruction that enhances students’ knowledge, abilities, and skills necessary
for real-life. (Kiratiganont,2014;
Nopakhun, 2017) Among a number of instructional approaches, flipped
classroom is much recommended.
Flipped classroom is an instructional approach that is aligned with the
current education. It changes
instructional activity from teacher’s lecturing to students’
self-learning. Students learn content
via digital technology, such as website, that teacher prepares. Then, students apply understanding, which
they have learned, in classroom activity.
The way that students learn in flipped classroom is relevant to learning
in the 21st century where student can learn every time and
everywhere via digital technology.
Flipped classroom is effective to both students and teacher. Students individually learn content so that
they understand the content. In
classroom activities, there is no need for teacher to re-teach the content. Instead, teacher can provide students
opportunities to do activities to promote students’ thinking and other
skills. As a result, students will
develop better and meaningful understanding about the content and necessary
skills.
