DEVELOPING SELF-LEARNING ABILITY FOR STUDENTS THROUGH TEACHING “THE PERIODIC TABLE OF ELEMENTS” IN CHEMISTRY 10 APPLYING THE FLIPPED CLASSROOM MODEL
DOI:
https://doi.org/10.18173/2354-1075.2024-0057Keywords:
self-learning ability, flipped classroom model, periodic table of elements, Grade 10 Chemistry, Tay Ninh provinceAbstract
The formation and development of learners’ abilities are becoming more prevalent and necessary. Self-learning ability (SLA) is one of the capabilities that people are interested in developing. Besides the specific skills of the subject, chemistry teachers also focus on developing SLA for students. Currently, various educational models have emerged to align with educational trends, including the flipped classroom model (FCM), which contributes to competency development, particularly in self-learning ability. In recent years, this model has gained popularity. Studying with FCM helps students have more time to learn, research, and master the knowledge. Moreover, students can learn independently. This study investigates the impact of the flipped classroom model on self-learning ability development through teaching “The Periodic Table of Elements” at a high school in Tay Ninh province. Surveys into the reality of the usage of FCM and the development of SLA at several high schools in Tay Ninh province show that most teachers care about the development of SLA for students. However, they assign tasks to students in the form of questions after the lessons. Most students only base on the knowledge that the teachers teach in class to answer the questions. This leads to SLA not being developed. The authors use a one-group pretest-posttest design in this study. The results of the pretest and post-test show that students have higher scores after participating in learning with FCM. Besides, the components of SLA are evaluated on becoming better after the intervention by using a scale of 5 levels combined with a checklist. Thus, applying FCM to develop SLA for students is necessary.
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