Proper

Abstract

Recently, flipped learning has been attracting attention as an innovative teaching method in which students participate in various activities in class after watching video clips at home. The purpose of this study is to verify the effect of pre-service teacher's improvement on higher-order thinking ability by applying flipped learning for 6 weeks. First, the instructional design of the class was conscientiously architected and implemented to the classroom after the midterm exam. The students watched the video in advance, and the class consisted of group activities such as problem posing, problem solving, group discussion, presentation and feedback. Afterwards, the qualitative research methods such as the results of the class activities, self-reflection journal and in-depth interviews were used for analysis and various implications were derived from the findings.