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dc.contributor.advisorMurphy, Coletteen
dc.contributor.authorCLARKE, ROBERTen
dc.date.accessioned2020-10-29T16:11:29Z
dc.date.available2020-10-29T16:11:29Z
dc.date.issued2020en
dc.date.submitted2020en
dc.identifier.citationCLARKE, ROBERT, Flipped-mastery learning through the use of 'student action cycles' in a mixed-ability secondary level Irish science classroom, Trinity College Dublin.School of Education, 2020en
dc.identifier.otherYen
dc.identifier.urihttp://hdl.handle.net/2262/93946
dc.descriptionAPPROVEDen
dc.description.abstractThe following document explores the use of student action cycles (SACs), a reflexive, student-driven approach to flipped-mastery learning, with a focus on developing deep understanding rather than on learning to pass examinations, to address the learning intentions of the 2016 specifications for junior cycle science. The views of students, with regard to their general educational experience, were examined through the use of several surveys, exit tickets and focus group discussions. In addition to this, comparisons were drawn with data from the Trends in International Mathematics and Science Study, (TIMSS). Science reasoning tasks, (SRTs), were used to examine the cognitive level of students, and the results from these were compared against those from Drumcondra reasoning tests, CAT-4, (cognitive ability test-4), and performance in English, mathematics and science junior certificate examinations. Mindset was also investigated, through the application of two instruments. The results from this study detailed a fascinating picture, with regard to student experience, and provided a number of recommendations for improved practice. Diploma disease, the drive for accreditation, was observed to have an influence on both the depth of study, and the method of instruction preferred by students. Levels of cognition were found to have declined, in comparison to previous data, indicating that students? general level of processing of reality has deteriorated. Mindset, the belief as to whether intelligence and talent are fixed or malleable, was found to be a static trait, in direct contradiction of the established position. The syllabus for junior cycle science was revealed to be more favoured than its predecessor, the junior certificate science syllabus; although the terminal examination met with some criticism, when examined by leaving certificate students. The student action cycles, (SACs), that were central to this study were highly regarded, and shown to increase collaboration.en
dc.publisherTrinity College Dublin. School of Education. Discipline of Educationen
dc.rightsYen
dc.subjectSOLOen
dc.subjectTalk lessonsen
dc.subjectscienceen
dc.subjectVygotskyen
dc.subjectjunior cycleen
dc.subjectmindseten
dc.subjectintelligenceen
dc.subjectTIMSSen
dc.subjectstudent action cyclesen
dc.subjectCASEen
dc.subjecteducationen
dc.subjectstudent distractionen
dc.subjectreal learningen
dc.subjectstudent voiceen
dc.subjectjunior cycle examinationen
dc.subjectlearner empowermenten
dc.subjectflow theoryen
dc.subjectdiploma diseaseen
dc.subjectROSEen
dc.subjectcognitive developmenten
dc.subjectassessment for learningen
dc.subjectassessment as learningen
dc.subjectformative assessmenten
dc.subjectlearning how to learnen
dc.subjectscience reasoning tasksen
dc.subjectthinking scienceen
dc.subjectstudent experienceen
dc.subjectattitudes towards scienceen
dc.subjectflipped classroomen
dc.subjectsocial constructivismen
dc.subjectmastery learningen
dc.subjectways of learningen
dc.subjectSAILSen
dc.subjectpost primary educationen
dc.subjectcooperation and collaborationen
dc.subjecthow I feel about schoolen
dc.subjectcurriculum contenten
dc.subjectmotivationen
dc.subjectconcept cartoonsen
dc.subjectlearning autonomyen
dc.subjectfeedbacken
dc.titleFlipped-mastery learning through the use of 'student action cycles' in a mixed-ability secondary level Irish science classroomen
dc.typeThesisen
dc.type.supercollectionthesis_dissertationsen
dc.type.supercollectionrefereed_publicationsen
dc.type.qualificationlevelDoctoralen
dc.identifier.peoplefinderurlhttps://tcdlocalportal.tcd.ie/pls/EnterApex/f?p=800:71:0::::P71_USERNAME:CLARKR11en
dc.identifier.rssinternalid221096en
dc.rights.ecaccessrightsopenAccess


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