| Abstract |
In over a past decade, Flipped classroom pedagogical method which modifies the learning process is the current trend of education. There are adaptations of flipped classroom integrate with a lot of innovation. Game is an innovation in education, flipped classroom integrates with game elements called gamified flipped classroom. The gamified flipped classroom is based on gamification. Several researchers and educators reported advantages of gamified flipped classroom in promoting motivation to learn science and enhancing scientific conceptions for students. This paper explains a development of gamified flipped classroom in physical science of energy concept for high school students. In this pilot study, there are 195 participants in this development who are high school students in tenth grade in an extra-large public school in Kalasin province at Northeastern of Thailand. The results of the investigation showed that from six concepts of energy; kinetic energy, spring potential energy, gravitational potential energy, energy principle, transformation of energy and conservation of energy. All participants are classified in four categories; scientific conception (SC), incomplete conception (IC), misconception (MC), and no concept (NC). Most of students are in incomplete conception and misconception in physical science concepts related to energy concept. For this reason, the researchers present a conceptual idea for designing an interactive video which uses in gamified flipped classroom addressing the concepts of energy for improving the students’ concept of energy, and it might enhance the eliminate of student's
misconceptions and increase students' science motivation. |
Publication
Journal Publication
ไทย