科學教育的翻轉學習研究趨勢：2012～2019年學術期刊文獻回顧

Research Trends of Flipped Science Learning: A Review of Journal Publications from 2012-2019

本研究以翻轉教室的科技學習模型為基礎，回顧Web of Science資料庫進行SSCI文獻分析。以2012∼2019年翻轉教室應用於科學教育為主題，探討及分析文獻之作者國籍、應用領域、研究方法、研究對象、學習策略及研究議題等。從回顧結果觀之，科學教育翻轉教室的研究，自2015年起即大量提出；此領域的研究有近半數來自美國；應用的學科領域主要為化學、物理、自然科學與生態學及生物；研究方法大多採用量化研究法；研究對象以高等教育學生占大部分；而在科學教育應用翻轉教室研究之課前階段，主要使用教學影片作為教材，並以網路學習平臺為播放及線上討論媒介；在課中階段的教學策略，最主要的是問題導向學習活動，且少數研究有使用教學科技；在課後階段，大多數研究會採用測驗來檢視學習成效。此外，也有許多研究以學習成就、學習者意見／學習經驗、態度及動機、滿意度／興趣、高層次思考，以及合作溝通等議題進行探討。藉由文獻分析結果，本研究提出翻轉教室應用於科學教育之研究趨勢，並提出未來可再探討之議題，作為後續相關研究的參考。

Using the WOS (Web of Science) database, this study identified the SSCI (Social Sciences Citation Index) literature on the application of the technology-based learning model for flipped classrooms in science education from 2012 to 2019. We discuss and analyze authors’ nationalities, application fields, study methods, participants, learning strategies and research issues. According to the results of the review, studies on flipped classrooms have grown dramatically since 2015; more than half of the related studies came from the United States, and were mostly in the fields of chemistry, physics, natural science, ecology, and biology. Study methods were quantitative, and participants were mostly students in higher education. In the before-class stage of the flipped classrooms, teaching videos were used as the main material, and Internet-based learning platforms were used for watching and discussing online. Teaching strategies during the class focused on problem-based learning activities, with several studies applying teaching technology. In the after-class stage, most studies viewed the learning effectiveness via examinations. Most studies conducted discussions on issues such as learning effectiveness, learners’ opinions/experiences, attitude and motives, level of satisfaction/interest, higher order skills, and collaboration or communication. According to the results of the literature analysis, this study identified a trend in the application of flipped classrooms in science education. It also provides possible future discussions for reference.