Flipped classroom approach, which reallocates the teaching of content knowledge into online video... more Flipped classroom approach, which reallocates the teaching of content knowledge into online videolectures and thus creates more class time for student-centered learning activities, has been widely adopted in different educational disciplines with multiple proclaimed benefits since the last decade. However, the impacts of flipped classroom in secondary science education are yet contradictable with no specific strategy to meet the needs of science education. Therefore, this research employs a mixedmethods and quasi-experimental design to investigate the effectiveness of a modified flipped classroom that integrated with a technology-enhanced strategy using low-cost dataloggers to improve students' self-regulated learning (SRL) abilities and learning performance in a secondary school in Hong Kong. In this study, an experimental group of two modified flipped classrooms (MFC) (n = 63) and a control group of two traditional flipped classrooms (TFC) (n = 61) were employed among four Grade 8 science classes for seven months between 2018 and 2019. In addition, data from a historical control group of two nonflipped traditional classrooms (TC) (n = 63) from the previous academic year was also collected. Quantitative data of students' self-regulated learning abilities were measured using the Online Self-Regulated Learning Questionnaire (OSLQ) while students' learning performance was assessed using a self-developed performance test. Students (n = 16) were also selected purposefully for sequential semistructured interviews for triangulating the quantitative findings. The results from ANOVAs and pairwise comparisons indicated that the MFC approach was more effective to improve students' average SRL ability, and the abilities of goal setting and time management when comparing with the TC approach. The results also showed that the MFC approach was also more effective to improve students' average SRL ability and the ability of goal setting when comparing with the TFC approach. Furthermore, the results revealed that the students in the TFC approach cannot significantly outperform the students in the TC in terms of their average SRL ability as well as all the subscales, suggesting that the benefits of real-time livestreaming and data-collecting features of the remote laboratory using the low-cost dataloggers in the MFC approach was vital in students' self-regulated learning. Lastly, the results suggested that both flipped approaches were effective to enhance students' learning performance when comparing with the TC approach. Educational implications and recommendations for future research using the MFC approach were also discussed as the closing remarks in this study.
During the COVID-19 pandemic, online teaching and learning has become the new normal for almost e... more During the COVID-19 pandemic, online teaching and learning has become the new normal for almost every school around the world. However, for secondary science education that relies heavily on hands-on experimentations, such an online strategy excluding experiments may not be a perfect remedy. To incorporate science experiments for scientific inquiry in an online fashion, the introduction of different varieties of online experimentations including real-time experimental demonstration, virtual and simulated laboratory, and remote laboratory have become increasingly necessary during this period. Firstly, this paper compares the features and limitations of the three kinds of online experimentations that have been regularly adopted for the secondary science education. Secondly, this paper discusses the benefits, which include (a) accessibility for students, (b) applicability by teachers, and (c) interactivity between teacher and students and among students, through integrating YouTube Live livestreaming and Google Drive cloud-storage and synchronization into a remote laboratory using low-cost datalogging devices. This paper also illustrates the designs of two authentic and simplified remote laboratories using the livestreaming and cloud-storage technologies, which include an online investigation of the growth of seedlings in different pH, and an online scientific inquiry of the gaseous exchange of mealworms and their behaviours under different environmental conditions. Finally, the effectiveness of the use of livestreaming and cloud-storage technologies in the simplified remote laboratories are also evaluated through semi-structured interviews with the 8 th grade students in a secondary school in Hong Kong. Recommendations for future research and practice on simplified remote laboratory using the livestreaming and cloud-storage technologies are also suggested.
Journal of Computers in Mathematics and Science Teaching, Jan 2021
The flipped classroom pedagogy has gained prominence in various educational contexts by reorganis... more The flipped classroom pedagogy has gained prominence in various educational contexts by reorganising the lectures of content knowledge via instructional videos, and squeezing in more time for class activities. Although there have been numerous studies of the design, implementation, and evaluation of the flipped approach, their outcomes varied in different disciplines. A pioneering scoping review was conducted to examine and illustrate existing research in K-12 science education. This study identified 358 peer-reviewed articles 15 of which were selected for analysis using a rigorously established five-stage scoping framework. The results indicated an overall positive impact from flipped classrooms, on motivation, engagement, and attitude, but there were mixed findings regarding academic performance. As in other flipped learning reviews, several student-related, faculty-related, and operation-related challenges were also identified in K-12 science education. To explore the current research gaps for flipping science classes, the identified studies were further analysed using a refined Spector's six pillars, and the synergetic incorporation of self-regulated and technology-enhanced predict-observe-explain (POE) strategies into flipped classrooms in K-12 science education was proposed.
Flipped classroom approach, which reallocates the teaching of content knowledge into online video... more Flipped classroom approach, which reallocates the teaching of content knowledge into online videolectures and thus creates more class time for student-centered learning activities, has been widely adopted in different educational disciplines with multiple proclaimed benefits since the last decade. However, the impacts of flipped classroom in secondary science education are yet contradictable with no specific strategy to meet the needs of science education. Therefore, this research employs a mixedmethods and quasi-experimental design to investigate the effectiveness of a modified flipped classroom that integrated with a technology-enhanced strategy using low-cost dataloggers to improve students' self-regulated learning (SRL) abilities and learning performance in a secondary school in Hong Kong. In this study, an experimental group of two modified flipped classrooms (MFC) (n = 63) and a control group of two traditional flipped classrooms (TFC) (n = 61) were employed among four Grade 8 science classes for seven months between 2018 and 2019. In addition, data from a historical control group of two nonflipped traditional classrooms (TC) (n = 63) from the previous academic year was also collected. Quantitative data of students' self-regulated learning abilities were measured using the Online Self-Regulated Learning Questionnaire (OSLQ) while students' learning performance was assessed using a self-developed performance test. Students (n = 16) were also selected purposefully for sequential semistructured interviews for triangulating the quantitative findings. The results from ANOVAs and pairwise comparisons indicated that the MFC approach was more effective to improve students' average SRL ability, and the abilities of goal setting and time management when comparing with the TC approach. The results also showed that the MFC approach was also more effective to improve students' average SRL ability and the ability of goal setting when comparing with the TFC approach. Furthermore, the results revealed that the students in the TFC approach cannot significantly outperform the students in the TC in terms of their average SRL ability as well as all the subscales, suggesting that the benefits of real-time livestreaming and data-collecting features of the remote laboratory using the low-cost dataloggers in the MFC approach was vital in students' self-regulated learning. Lastly, the results suggested that both flipped approaches were effective to enhance students' learning performance when comparing with the TC approach. Educational implications and recommendations for future research using the MFC approach were also discussed as the closing remarks in this study.
During the COVID-19 pandemic, online teaching and learning has become the new normal for almost e... more During the COVID-19 pandemic, online teaching and learning has become the new normal for almost every school around the world. However, for secondary science education that relies heavily on hands-on experimentations, such an online strategy excluding experiments may not be a perfect remedy. To incorporate science experiments for scientific inquiry in an online fashion, the introduction of different varieties of online experimentations including real-time experimental demonstration, virtual and simulated laboratory, and remote laboratory have become increasingly necessary during this period. Firstly, this paper compares the features and limitations of the three kinds of online experimentations that have been regularly adopted for the secondary science education. Secondly, this paper discusses the benefits, which include (a) accessibility for students, (b) applicability by teachers, and (c) interactivity between teacher and students and among students, through integrating YouTube Live livestreaming and Google Drive cloud-storage and synchronization into a remote laboratory using low-cost datalogging devices. This paper also illustrates the designs of two authentic and simplified remote laboratories using the livestreaming and cloud-storage technologies, which include an online investigation of the growth of seedlings in different pH, and an online scientific inquiry of the gaseous exchange of mealworms and their behaviours under different environmental conditions. Finally, the effectiveness of the use of livestreaming and cloud-storage technologies in the simplified remote laboratories are also evaluated through semi-structured interviews with the 8 th grade students in a secondary school in Hong Kong. Recommendations for future research and practice on simplified remote laboratory using the livestreaming and cloud-storage technologies are also suggested.
Journal of Computers in Mathematics and Science Teaching, Jan 2021
The flipped classroom pedagogy has gained prominence in various educational contexts by reorganis... more The flipped classroom pedagogy has gained prominence in various educational contexts by reorganising the lectures of content knowledge via instructional videos, and squeezing in more time for class activities. Although there have been numerous studies of the design, implementation, and evaluation of the flipped approach, their outcomes varied in different disciplines. A pioneering scoping review was conducted to examine and illustrate existing research in K-12 science education. This study identified 358 peer-reviewed articles 15 of which were selected for analysis using a rigorously established five-stage scoping framework. The results indicated an overall positive impact from flipped classrooms, on motivation, engagement, and attitude, but there were mixed findings regarding academic performance. As in other flipped learning reviews, several student-related, faculty-related, and operation-related challenges were also identified in K-12 science education. To explore the current research gaps for flipping science classes, the identified studies were further analysed using a refined Spector's six pillars, and the synergetic incorporation of self-regulated and technology-enhanced predict-observe-explain (POE) strategies into flipped classrooms in K-12 science education was proposed.
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Papers by Lit Hong Lee