The Effect of Blended Learning and Flipped Classroom Approaches for a Research Method Course on Undergraduate Students in Preschool Education in China
Why this work is in the frame
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Bibliographic record
Abstract
At present, the overall scientific research ability of kindergarten teachers in China is relatively weak. The research method course is usually the most feared course by normal school students. The aim of this study based on objective, preparation, instructional video, review, test, activity, transfer, discussion/summary (O-PIRTATD/S) flipped classroom teaching is to explore the effectiveness of blended learning and improve the teaching of preschool education research method courses and the learning retention of preschool education students to cultivate their scientific research ability in the postpandemic era. This study used a quasi-experimental design, and 240 junior students from a private undergraduate preschool education major in Guangxi, China, were selected. For the research method course of preschool education, the experimental class adopts blended learning in consideration of O-PIRTATD/S flipped classroom teaching, whereas the control class adopts blended learning based on a traditional teaching method. Through the unequal group using pretest and post-test design, the 8-week quasi-experiment was carried out. The test questions were used to collect data. The learning performance was tested on the last week of the teaching experiment (Week 8), and the learning retention of the two groups was tested 8 weeks after the end of the teaching experiment (Week 16). In this way, the difference between the retention rate of the experimental group and control group was explored. The study found the experimental class had blended learning in consideration of O-PIRTATD/S flipped classroom teaching, and the knowledge retention was significantly higher than the control class with blended learning based on traditional teaching. 8 weeks after the course learning, the knowledge retention of the experimental class was still better than the control class. Blended learning contributes to improved learning retention based on the O-PIRTATD/S flipped classroom.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it