Designing and Validating the Flipped Learning Model for Elementary School Students

Subject Areas : Learning

azar khazaei ¹ , mohammadreza nili ² , esmaeil zareizavaraki ³ , ali delavar ⁴

1 - Ph. D. Student, Department of Instructional Technology, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
2 - Associate Professor, Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, IranTehran, Iran
3 - Associate Professor, Department of Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.
4 - Professor, Department of Evaluating and Measuring, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran.

Received: 2022-08-21 Accepted : 2023-01-08 Published : 2022-11-22

Keywords: Students, flipped learning, instructional model, metacognative, problamsolve,

Abstract :

The study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to developing the instructional model and in quantitative part used professional’s survey to internal validating. It is used content analysis and researcher-made questionnaire to collecting the data in qualitative and quantitative method respectively. The questionnaire’s reliability was 0.91 by alpha Cronbach and its content validity was confirmed by content validity ratio (CVR) and content validity index (CVI). The statistical populations were written and electronic resources and documents from 2000 to 2020 and professionals in educational technology and psychology and educational management in qualitative and quantitative part respectively. The samples were 13 books, 88 articles and 4 theses that chosen and analyzed purposively to determining the components of model. It is chosen 20 professionals in order to validating the model. Based on content analysis, it is collected 4 main components. Also, there were 21 sub-components and70code. After content analysis and coding, the components and sub-components is developed as conceptual and procedural model. The result based on professional’s opinion in internal validating showed that the presented instructional model has internal validity and be effective on teaching to students.

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