The Flipped Classroom Learning to Develop Scientific Concepts of heat and Gas-kinetic Theory in Upper Secondary School Students

Abstract

The purposes of this research were 1) to study the guidelines for the learning management processes of heat and gas kinetic theory of gas by using the Flipped Classroom Learning concept of Mattayomsuksa 5, 2) to develop scientific concepts of physics subject on heat and the kinetic theory of gas of Mattayomsuksa 5 students by implementing the Flipped Classroom Learning concept. The samples were selected by cluster random and were 40 students of Mattayomsuksa 5 of Chiang Rai Provincial Administrative Organization School, Muang District, Chiang Rai Province. Those students are in the second semester of the Academic year 2019. Tools were classified into three types 1) The experimental tools were the seven guidelines for the learning management processes by Flipped Classroom Learning concept of physic subjects on heat and the kinetic theory of gas of Mattayomsuksa 5. The total classes were 13 times. 2) The tools used to reflect the research results, i.e. learning records of teacher, learning behavior observation record 3) The tools used to evaluate the research results are the own created tests of heat and gas kinetic theory of gas; 2-tier conceptual test and the explanation of the student’s answers.

The results of the research indicated that 1) there are four 4 steps of learning physics in the topic of heat and gas-kinetic theory by the Flipped Classroom Learning of Mathayomsuksa 5 students, including experiential engagement, concept exploration, creating of meaningful knowledge, demonstration and application. The learning activities should be organized as follow; self planning and practicing of activities, knowledge sharing, working in group, and knowledge exchanging among students and students, and students and teachers, additional researching from other sources, and questioning for feedbacks. The research results obtained by applying the Flipped Classroom Learning Concepts in physic class on heat and gas kinetic theory of gas of students at upper secondary school showed that before implementation students understand the scientific concepts of heat and gas kinetic theory of gas in different levels i.e. 2.67% for alternative conception (AC), 44.67% for partial understanding with specific alternative conception (PS), 51.33% for partial understanding (PU), and 1.33% for complete understanding (CU). The results of the application of the Flipped Classroom Learning Concepts demonstrated differently which are 61.33% of students understand the scientific concepts of heat and gas kinetic theory of gas in completed understanding (CU), 29.33% for partial understanding (PU), 9.33% for partial understanding with specific alternative conception (PS) and none of students understand in the level of alternative conception (AC).