فاعلية وحدة تعليمية مقترحة لتعلم تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية باستخدام استراتيجية الصف المقلوب The Effectiveness of a Proposed Module to Learn Designing and Crafting Clothing Accessories through the Flipped Classroom Strategy

Abstract

مستخلص البحث (Abstract):
One of the best practices about adopting modern technologies to develop teaching methods is the concept of "the flipped classroom". In the traditional context, the teacher explains the lesson while letting learners deepen the important concepts at home, through homework. In the "flipped classroom" model, the teacher prepares a video clip explaining It contains important new concepts to be accessible to students before class. There were many studies that discussed the effectiveness of the flipped classroom strategy in theoretical courses, but it is very few in dealing with the effectiveness of this strategy in applied courses, which depend on the skill aspect in particular. Also, the studies that have applied the flipped row strategy in the field of fashion design and its complement are very few in general. This was one of the most important reasons for the researcher to design a proposed educational unit to learn designing and forming handicrafts with metal wire using the inverted row strategy, measuring its effectiveness, and measuring the students ’attitudes towards it. Opportunities and obstacles, and the research was presented to measure the relationship between the grades obtained by learners in the achievement test and their attitudes towards the inverted class strategy, and through the results of the research it was found that there is a direct correlation relationship. . The research applied the quasi-experimental method. The curriculum is based on the selection of a deliberate sample of students who have not previously studied the design and formation of hand jewelry with metal wire, in which the cognitive and skill achievement tests were used, as well as a scale for assessing skill performance and an attitude scale, and the sample was divided into two groups, one of them controlling to teach them in the traditional way and the other experimental to apply the research experience to them. The results of the research revealed the effectiveness of the inverted row strategy in learning to design and shape jewelry with metal wire due to the presence of statistically significant differences between the results of the cognitive and pre- and post-test results in the experimental group in favor of the post test. It was also found through the results of the research that there are statistically significant differences between the experimental and control group in the cognitive and skill side in favor of the experimental group, which indicates that the flipped classroom strategy is more effective and efficient in learning craft skills than learning by the traditional method alone. It was also found through the trend scale that the flipped classroom strategy is the most attractive and interesting to learners and that they prefer it over the traditional teaching method, and they agreed that it gives them sufficient time for training and actual practice, and that it also took into account individual differences and made them view and absorb the content provided to them at the appropriate speed and at the appropriate time for each Study, and made them more free to express themselves and discover their talents.
يسعى البحث إلى تنمية مهارات تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية لدى الدارسين من خلال تطبيق استراتيجية الصف المقلوب التي تعد إحدى الصيغ المعاصرة للتعلم المدمج المنتشرة في مؤسسات التعليم الجامعي عالمياً. ويهدف البحث إلى قياس فاعلية وحدة تعليمية مقترحة لتعلم تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية باستخدام استراتيجية الصف المقلوب وقياس اتجاهات الدارسين نحو تعلم تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية باستخدام الاستراتيجية ذاتها. كما يهدف الى معرفة الفرص والعقبات التي تواجه تطبيق استراتيجية الصف المقلوب في تعلم تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية، بالإضافة الى تحديد ما إذا كانت توجد علاقة بين اتجاهات الدارسين نحو استخدام استراتيجية الصف المقلوب في تعلم تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية ومدى تحصيلهم للمعارف والمهارات اللازمة واتجاه تلك العلاقة إن وجدت. يطبق البحث المنهج شبه التجريبي لملاءمته لتحقيق أهداف البحث والتحقق من فروضه. ويقوم المنهج على اختيار عينة عمدية من الدارسين لم يسبق لهم دراسة تصميم وتشكيل الحُلي اليدوية بالأسلاك المعدنية. وقسمت العينة إلى مجموعتين إحداهما ضابطة والأخرى تجريبية لتطبيق تجربة البحث على المجموعة التجريبية. وقد توصل البحث إلى فاعلية استخدام استراتيجية الصف المقلوب في تحسين أداء الدارسات في الاختبار المعرفي والمهاري. كما توصل إلى أن استراتيجية الصف المقلوب هي الأكثر جذباً وتشويقاً للدارسات وأنهم يفضلونها على أسلوب التدريس التقليدي، ويتفقون على أنها تمنحهم الوقت الكافي للتدريب والممارسة الفعلية، وبأنها كذلك تراعي الفروق الفردية وتجعلهم أكثر حرية في التعبير عن ذاتهم واكتشاف مواهبهم. كما أن الاستراتيجية مناسبة للطلاب في ظل نظام تعليمي اعتاد فيه الطالب على التلقي السلبي بأسلوب المحاضرة التقليدية وحده دون غيره في كثير من الأحيان. كما تعرض البحث لقياس العلاقة بين الدرجات التي حصل عليها الطلاب في الاختبار التحصيلي وبين اتجاهاتهم نحو استراتيجية الصف المقلوب، وتبين وجود علاقة ارتباط طردي بين اتجاهات الطالبات نحو استخدام استراتيجية الصف المقلوب ومدى تحصيلهن للمعارف والمهارات اللازمة فكلما زادت الاتجاهات الإيجابية نحو استخدام استراتيجية الصف المقلوب في التعلم زاد تحصيل الطالبات للمعارف والمهارات اللازمة.

Full text

Israa Oskoubi & Mirahan Farag
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This work is licensed under a Creative Commons Attribution 4.0 International License
 
The Effectiveness of a Proposed Teaching Module on Designing and Crafting
Handmade Wire Jewelry based on the Flipped Classroom Strategy

 ioskoubi@stu.kau.edu.sa

mzedan@kau.edu.sa
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Abstract
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Keywords
           
               



 
          






            

              
  
            

             
             
  



Handmade jewelry

Wire jewelry

Flipped classroom

Paper received 29th November 2020, Accepted 29th December 2021, Published 1st of March 2021

Introduction


     

     
       
        


        
 

       
    
  
       
   (Jonathan Bergmann & Sams, 2012)
        


    

       
      

        
       
(Jonathan Bergmann & Sams, 2012)

158
The Effectiveness of a Proposed Teaching Module on Designing and Crafting Handmade Wire Jewelry
based on the Flipped Classroom Strategy
International Design Journal, Volume 11, Issue 2
March 2021
       
       
  
        

   

         
       

  

        
      
       
        

  
      



      
       

Research Problem

▪ 
     

▪   
     

▪ 
  

▪ 
      
     

Research Objectives
▪        
     

▪   
     

▪       
       

▪ 
      
 

Research Significance

 

▪    

▪   
   

▪       

▪        
     


▪  
       

Research hypothesis
▪       
     

▪ 
     

▪     

Methodology


     
     
 Research Sample
        
       

      

Research Tools
▪        

▪ 


Israa Oskoubi & Mirahan Farag
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This work is licensed under a Creative Commons Attribution 4.0 International License
▪ 
▪      

Delimitations
▪       
      

▪ 
  


Flipped Classroom)(Bishop & Verleger, 2013)    
        
    

       
) (   
          

     
  Module   
   
       

& McNeil)         
    

 



(J. Bergmann & Sams, 2014)  Eric Mazur
        
 Wesley Baker
        
   classroom flip 
 

BergmanSams  
        

(Logan, 2015)


flipped learning      

       
Flip Your Classroom: Reaching
Every Student in Every Class Every Day)

 
 
        

 

       
       
  (Ouda & Ahmed, 2016) 

           
     
    
        


       


    

 (Alsowat, 2016)
       

    

       

 
    
        
(Anderson et al., 2001) (Subramaniam, 2016)
       

 Remembering

       



160
The Effectiveness of a Proposed Teaching Module on Designing and Crafting Handmade Wire Jewelry
based on the Flipped Classroom Strategy
International Design Journal, Volume 11, Issue 2
March 2021

(Understanding   
     
        
       


     
Applying)


       


 Analyzing 

       
      


      
    (Evaluating

       
       


  
  (Creating)    
        
        
       
      
        
       
         
        

       
      

       


       

   
     Subramaniam, 2016        Subramaniam, 2016   
(Jonathan Bergmann & Sams, 2012)
 Lage et al., 2000


        
 

       




       
  
        
       
       
       
       
  


     




    
    
       
      
   


      

       
       


 
      


Israa Oskoubi & Mirahan Farag
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        


       

         



      
       
 instagram YouTube  
       
     
      
     


       
 
      
       

        
       

      
       





 


 
 
  

  













       
         
  
    
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
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

2 


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

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




        
        

          
 







 

       
 

     
        
 

        
    

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The Effectiveness of a Proposed Teaching Module on Designing and Crafting Handmade Wire Jewelry
based on the Flipped Classroom Strategy
International Design Journal, Volume 11, Issue 2
March 2021





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





                          



     
 

        
  
        
        









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
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
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
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
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


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
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
        
            


    
    

         
  
  

  
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
    



Israa Oskoubi & Mirahan Farag
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This work is licensed under a Creative Commons Attribution 4.0 International License
 reability
         
    
        

Alpha Cronbach
Split-half 
 

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
       


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
        

       
       
       

• 
• 250D
•     
Filmora9
•        
Blue Yeti Mic
•        

•       

•      

• 



        
      
      

      
       
       
        
       


       

       
        
        
   


         


          
        



       


    






 

 






    
  

 















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The Effectiveness of a Proposed Teaching Module on Designing and Crafting Handmade Wire Jewelry
based on the Flipped Classroom Strategy
International Design Journal, Volume 11, Issue 2
March 2021
 
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

      


 
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 
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 
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      
  
   
        
  


      
         
      
   
        


      

       
              

Israa Oskoubi & Mirahan Farag
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This work is licensed under a Creative Commons Attribution 4.0 International License
     

       
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
        
       
    (Logan, 2015)
(Mohan, 2018)(Drake et al., 2016)(Yarbo et al. 2014) (Bishop & Verleger, 2013)(Holley , et all , 2010 , pp)(J. Bergmann & Sams, 2014) (Yousefzadeh & Salimi, 2015) ( Gariou- Papalexiou et al., 2017(Nicol & Macfarlane- Dick, 2006)(Subramaniam, 2016) (Subramaniam, 2016)

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



  
       
  

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      
     

       

      

        



    

         
     



166
The Effectiveness of a Proposed Teaching Module on Designing and Crafting Handmade Wire Jewelry
based on the Flipped Classroom Strategy
International Design Journal, Volume 11, Issue 2
March 2021


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     

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
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      

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      
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       

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       
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
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      
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       
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       
      
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
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
 

       
      


Conclusion

      
        
        
        
       

         
        
      
       



   

         


        
   

      
      
 


Israa Oskoubi & Mirahan Farag
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This work is licensed under a Creative Commons Attribution 4.0 International License
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
References
1       
      
      

     
http://search.mandumah.com/Record/777151 2 


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