DESIGNING AND USING INTERACTIVE VIDEOS IN TEACHING “THREE CONIC SECTIONS”: A FLIPPED CLASSROOM MODEL
Main Article Content
Abstract
The application of information technology and digital transformation in education has become an inevitable trend in the current era. Among the various pedagogical approaches aligned with this transformation, the flipped classroom model is regarded as one of the most effective, particularly in meeting the innovation requirements of the 2018 General Education Curriculum. To effectively implement this model, interactive video is a useful tool that helps create meaningful learning experiences. However, designing and using interactive video remains a challenge for many teachers. This paper introduces principles for designing interactive videos for teaching Mathematics within the flipped classroom framework. These principles are applied to a teaching scenario on the topic of conic sections (ellipse, parabola, and hyperbola) for Grade 10. Experimental results show that students developed a clearer understanding of the knowledge and participated more actively in the learning process, and simultaneously, and that the approach helped teachers address key challenges in flipped classroom instruction.
Keywords
digital transformation, flipped classroom, interactive video, three conic sections
Article Details
References
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