| 英文摘要 |
This study attempts to apply flipped learning, as the learning strategy, to the natural science learning activity in an elementary school. Total 107 G6 students in 4 classes participate in the experimental research. Two classes, 54 students, are randomly selected for the flipped learning, and another 2 classes, 53 students, are preceded general information technology integrated learning. Both groups of students are preceded pretest, experiment processing, and posttest for ANCOVA. The experimental results reveal that the proposed flipped learning, as the learning strategy, could actually and effectively enhance students’ learning achievement, learning motivation, personal self-efficacy, critical thinking tendency, creativity tendency, problem-solving ability, and metacognition perception.
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