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A BIOLOGY LEARNING THROUGH THE INSTRUMENTALITY OF THE -FLIPPED CLASSROOM- METHOD WITH PARTICULAR REFERENCE TO PEDAGOGICAL UNIVERSITY IN KAZAKHSTAN
Abstract
In 2017 for the first time in Kazakhstan we gave several lessons at the Abai Kazakh National Pedagogical University (KazNPU) in Almaty, through the instrumentality of the ?flipped classroom? method within the frame of the following disciplines: ?The theory of evolution? for undergraduate students and ?A modern human physiology? for graduate students. In accordance with the requirements of employed method, teaching and learning process was built in such a manner. Teachers provided to the students educational material in the forms of videos and presentations on specific topics in advance for home review and study. After study of provided material at home, students prepared issues to be discussed during class exercises. Classroom studies went on a step-by-step basis. During the first 15 minutes students had discussed raised issues and shared views. After that a teacher conducted two tests in order to consolidate and check gained knowledge on a topic under consideration. The following step was a preparation and presentation of a small project by students, individually or in groups. At the end of a lesson, a teacher summed up tests results, project and discussion marks and announced them to an audience. Thus, lessons conducted through the instrumentality of the ?flipped classroom? method allowed students to be active participants of teaching and learning process and to spend more time on analysis of thematic issues and their solutions. It is our understanding that the ?flipped classroom? model provides an opportunity for students to implement an increased focus on taking in a learning material through individual efforts: analysis of a theory, issue spotting and reinforcement of learning. A teacher, in turn, uses innovative tools and instruments, along with IT-user level increase.
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