The Asian International Journal of Life Sciences

2 downloads 0 Views 2MB Size Report
Aug 26, 2018 - reviewed (double-blind review), international, scientific journal devoted to ... BOARD OF EDITORS - Asia Life Sciences Supplement 15(4) 2018 ... Please contact the Chief Editor/Chairman, ALS Board of Editors (see ... for applying flipped learning to Psychology of Learning Mathematics for six weeks after.
ASIA LIFE SCIENCES ISSN 0117-3375 REPRINT

The Asian International Journal of Life Sciences Beyond Excellence© SUPPLEMENT 15(4) AUGUST 2018

Arts, Culture, Education, Linguistics and Laws e-mails: [email protected]

[email protected]

Website - http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd. 2018 Printed in the Philippines

ASIA LIFE SCIENCES

The Asian International Journal of

Life Sciences Beyond Excellence© ASIA LIFE SCIENCES -The Asian International Journal of

Life Sciences (ISSN 0117-3375) is a non-profit, non-stock, refereed/peerreviewed (double-blind review), international, scientific journal devoted to the publication of original research in the Life Sciences and other disciplines. Articles originating from anywhere in the world are most welcome. Two issues a year make a volume

BOARD OF EDITORS - Asia Life Sciences Supplement 15(4) 2018 •Chairman & Chief Editor: Dr. William Sm. Gruèzo, 7288 Santosha Avenue corner Astheya Street, Istana Lovina Bay Park, Puypuy, Bay 4033, Laguna, Philippines. •Members: Dr. Yung-Cheol Byun, Department of Computer Engineering, Jeju National University, 102 Jejudaehak-ro, Jeju-si, Jeju-do, 690-756 South Korea. Dr. Liding Chen, State Key Laboratory of Urban and Regional Ecology, Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Shuangqing Road 18, Haidian, Beijing 100085, China. Dr. Leonila A. Corpuz-Raros, Institute of Weed Science, Entomology & Plant Pathology, College of Agriculture and Food, University of the Philippines Los Banos (UPLB), College 4031, Laguna. Dr. Maribel L. Dionisio-Sese, Plant Biology Division, Institute of Biological Sciences, College of Arts & Sciences, UPLB, College 4031, Laguna. Dr. Irineo J. Dogma Jr., Graduate School, University of Santo Tomas, España St., Manila. Dr. Agustine I. Doronila, School of Chemistry, University of Melbourne, Victoria 3010, Australia. Dr. Celeste Leiden G. Gruèzo DVM/MA, 7288 Santosha Avenue corner Astheya Street, Istana Lovina Bay Park, Puypuy, Bay 4033, Laguna. Dr. Rafael D. Guerrero III, National Academy of Science and Technology, Level 3, Science Heritage Building, Deparment of Science and Technology Complex, Bicutan, Taguig City, MetroManila. Dr. Tai-hoon Kim, Department of Convergence Security, Sungshin Women’s University, Seoul, South Korea. Dr. Mehmet Varol, Muğla Sıtkı Koçman University, Faculty of Science, Department of Molecular Biology and Genetics, Kötekli Campus, 48000, Muğla, Turkey. •Technical Production Manager: Ydred Harriss G. Gruèzo BSA

Deadlines for submission of manuscripts. First issue-01 July; Second issue-01 January. Please contact the Chief Editor/Chairman, ALS Board of Editors (see addresses below). Subscription Prices. Foreign: Institutional - US$1000; Individual - US$800 (including Volumes 1-27, 1992-2018 + 16 Supplements). Local: Institutional - PhP10,000; Individual - PhP8000 (including Volumes 1-27, 1992-2018 + 16 Supplements). Prepayment of order/ back order is required. All issues are to be sent by air mail. Back orders will have an additional packing-handling and postage cost.

Send manuscripts, subscription orders and correspondence to:

Dr. William Sm. Gruèzo, ASIA LIFE SCIENCES, 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033, Laguna, Philippines. e-mails: [email protected] [email protected] Website: http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd. 2018

Printed in the Philippines

ASIA LIFE SCIENCES Supplement 15(4): 2187-2199, 2018 The Asian International Journal of Life Sciences

Improving the higher order thinking skills using flipped learning: Focused on the in-class activities with problem posing and solving

H ae Ja H eo1 and Bo A e C hun2*

The objectives of this study were: (1) to implement flipped learning, which gains attraction recently in education, for pre-service teacher education; (2) to investigate the effect of flipped learning by qualitative research methods, and (3) to empirically analyze the students’ change of high-order thinking ability. To do this, we designed a protocol for applying flipped learning to Psychology of Learning Mathematics for six weeks after the midterm exam; pre-class, in-class, and post-class. The students were asked to watch the video clips before the class as pre-class activities. During the class, students actively interacted with group members and instructor with problem posing, problem-solving, group discussion, presentation, and feedback. After the class, students also participated in the post-class activities where as they wrote self-reflection journals, posted questions on Q & A bulletin boards, and discussed on the discussion boards of Learning Management System (LMS) via mobile phone. Results from self-reflection journals and in-depth interviews with students revealed that students were participating in actively, have had the initiative in learning and felt confident of his/her learning. Keywords: flipped learning, higher order thinking, problem posing, problem solving, in-class activities, qualitative research 1

Professor, Department of Mathematics Education, Catholic Kwandong University, South Korea e-mail: [email protected] 2 Assistant Professor, Department of Geography Education, Catholic Kwandong University, South Korea * Corresponding author: e-mails - [email protected], [email protected] Received 25 March 2018; Accepted 25 April 2018 ©Rushing Water Publishers Ltd. 2018

Printed in the Philippines

Heo & Chun 2018 Introduction

With the advent of the fourth industrial revolution, artificial intelligence, and “smart society,” the society as a whole is sympathetic to the fact that the school field focused on knowledge transfer can no longer meet the demands of society. Beyond the era in which ‘explosive growth of knowledge’ has been the subject of discussion, it is now necessary to adjust to the exponential rate of change, and with the advent of robots with superior knowledge and memory than humans, the goal of education is to ‘cultivate the power of thought,’ ‘increase the ability of critical thinking,’ and ‘the improvement of high-level thinking ability’ must be reset. On the other hand, in order to raise such talented people in the school field, the goal of the College of Education to prepare prospective teachers must change drastically. However, it is still a fact that current classrooms of universities have still not altered its lecture-based educational paradigm since the industrial era. There is still a lack of research on effectiveness through new teaching methods such as flipped learning for the pre-service teachers. The objectives of this study were: (1) to implement flipped learning, which gains attraction recently in education, for pre-service teacher education; (2) to investigate the effect of flipped learning by qualitative research methods, and (3) to empirically analyze the students’ change of high-order thinking ability. To do this, we designed a protocol for applying flipped learning to Psychology of Learning Mathematics for six weeks after the mid-term exam: pre-class, in-class, and postclass. The students were asked to watch the video clips before the class as pre-class activities. During the class, students actively interacted with group members and instructor with problem posing, problem-solving, group discussion, presentation, and feedback. After the class, students also participated in the post-class activities where as they wrote self-reflection journals, posted questions on Q & A bulletin boards, and discussed on the discussion boards of Learning Management System (LMS) via mobile phone. Results from self-reflection journals and in-depth interviews with students revealed that students were participating in actively, have had the initiative in learning and felt confident of his/her learning.

Related Works

Bloom’s taxonomy and higher order thinking. Bloom’s taxonomy is a set of the hierarchical model which is used to divide cognitive domains into six levels according to complexity, knowledge, comprehension, application, analysis, synthesis, and evaluation. The six stages imply an increasingly higher level of thinking from the lowest level of knowledge to evaluation. Thus, Bloom’s taxonomy is classified into two groups of LOT (lower-order thinking) and HOT (higher-order thinking) according to scholars. In some writings, the first three stages of the Bloom taxonomy (knowledge, comprehension and application) measure the students’ LOT whereas the other three levels (analysis, synthesis, and evaluation) measure the HOT (Saido et al. 2015). Others recognize knowledge and comprehension as LOT and the rest as HOT (Bloom 1956, Thompson 2008). In other words, the interpretation of applicatio n varies from LOT to HOT.

2188

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning Higher order thinking in Mathematics education In mathematics education, research results on higher order thinking skills and lower order thinking skills were accumulated. In the study of Resnick (1987), the author considered LOT as to recall information or apply concepts or knowledge to familiar situations or contexts while considering HOT as “nonalgorithmic” thinking. In a study conducted by American High School Mathematics teachers (Thompson 2008), the teachers’ view on LOT and HOT are as follows: Table 1. Teachers’ view on LOT and HOT. LOT (lower-order thinking) HOT (higher-order thinking) Following rules Performing computations Definitions/vocabulary Simple applications Procedural knowledge “Copies” teacher/rote learning

Discovering patterns Solving word problems Interpreting information Complex applications Conceptual understanding Critical thinking / analyzing

Similarly, in the study of Stein and Lane (1996), the authors understood HOT as “the use of complex, nonalgorithmic thinking to solve a task in which there is not a predictable, well-rehearsed approach or pathway explicitly suggested by the task, task instruction, or a worked out example”. Bloom (1956) also defined ‘application’ as ‘ability to use prior knowledge within a new situation’. Based on the discussion so far, it is advisable to classify ‘application’ as HOT in Mathematics education. Therefore, in this study ‘application’ is classified as HOT. Questioning in Mathematics education and higher order thinking.Questioning is a fundamental element that stimulates the teacher to think and learn, and the teacher’s questions lead to desirable changes in student behavior rather than its own purpose (Lee 1999). Depending on the type of question, the level can be classified into low-level problems and high-level problems (Ellis 1991). Ellis (1991) pointed out that low-level questions are usually questions that require convergent thinking and high-level questions require divergent thinking. Gall (1970) categorized questions related to knowledge, understanding and application as low-level questions and questions related to analysis, synthesis, and evaluation as high-level questions. It is possible to accomplish the learning objective by asking questions that are appropriate to the cognitive goal. Different levels and forms of questions help students open their minds by listening and stimulating their thoughts. Highlevel questions also contribute to the development of students’ cognitive activities, thinking skills, and abundant language skills (Park 2006). Therefore, the teacher should improve the learner’s thinking ability by asking high-level questions rather than low-level questions whenever possible (Kim 1998, Lee 1999). In mathematics, there is a ‘what if not’ strategy that negates the properties of a given problem and creates a new problem. If the previous question was about the various levels of thinking in Bloom’s taxonomy, the ‘what if not’ strategy can help students to develop and solve myriad problems.

Asia Life Sciences Supplement 15(4) 2018

2189

Heo & Chun 2018 Effects of flipped learning on higher order thinking skills. Recently, flipped learning has been attracting attention as an innovative teaching method that performs various activities in class time and previews at home by watching lecture videos (Ha 2017). In the beginning, there was only video lecture previewing education (so called flipped classroom), but in recent years the concept has spread as flipped learning which emphasizes in-class activities (Bergmann & Sams 2012, Heo & Chun 2016, Song 2017). The most important thing in flipped learning is the interaction and meaningful learning that occurs within the classrooms (Bergmann & Sams 2012, Kim, Chun & Choi 2014). A recent study of the characteristics of flipped learning reveals that flipped learning is a process in which the initiative of a class is transferred from a teacher to a student, the passive student becomes the active learner and the teacher who is a communicator of knowledge becomes a facilitator of learning. Through the preparation for class including previewing lecture videos, the learner can strengthen the metacognitive thinking about what he/she knows and does not (Heo & Chun 2016, Fulton 2012, Bergmann & Sams 2014). Flipped learning, which is a relatively new teaching method, is still lacking in research on the validity of its effectiveness. Although some research has been conducted on the improvement of learners’ grades, the self-efficacy before and after the class and the motivation of learning (Heo & Choi 2014, Heo & Chun 2016), there is little research on the effectiveness of activities in class. The purpose of this study was to investigate the effects of group problem-solving activities on highorder thinking.

MATERIALS AND METHODS

Participants. The research was conducted on 37 students (26 males, 11 females) in the Psychology of Learning Mathematics class at C University in South Korea. Students who participated in this study had no prior experience of flipped learning. Students were not familiar with group activities since most classes in the department of Mathematics education were based on lectures. In order to induce the importance of HOT, we designed the classroom activities to share problems by groups rather than solving problems alone. The students consisted of ten groups of four. The composition of the group was open to the students immediately after the mid-term exam and they had a session for team building before the 6 weeks of flipped learning started. Instructional design for flipped learning. One semester lecture was held for 15 weeks. The traditional lecture style class was carried out before the midterm examination and flipped learning was applied after. A total of 12 classes of flipped learning were held for 6 weeks (a one-hour session and a two-hour session weekly). Video-clips which were about 15-20 minutes long were produced and provided for each topic by the lecturer. In this study, flipped learning class was categorized into pre-class, in-class, and post-class based on literature review and previous research analysis. The main role of the instructor is to establish a flipped learning strategy and prepare class materials such as class-related videos before the class. Because the class was originally taught by lecture-style, the main obstacle of this study was to develop

2190

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning learner-centered activities other than lecture-centered learning. Since Psychology of Learning Mathematics class aims to apply theories to actual classroom situations, it is appropriate to proceed with problem-posing and problem-solving strategies. Therefore, we analyze class objectives and contents, find practical examples linked with theories and reflect various group activities into instructional design. According to related studies, it is desirable to provide video clips to students a week in advance for flipped learning (Oberer 2016, Heo & Chun 2016). Thus, lecture videos were uploaded to the LMS and video viewing was available both on the computer and mobile devices. All students except 2 long-term absentees watched the video before class. Though classes started at 3:00 pm, at around 10:00 am the audience rate was up to 60-70% of the student and 30-40% of the students have learned the lecture before the class. The students posted their opinions or questions in the LMS discussion board after watching the video or after class and 42-43% of the students participated weekly. The contents of the weekly classroom instruction during the 6 weeks were as follows: (1) Contents of functions for 3 weeks, and (2) Contents of geometry for 3 weeks. Videos were provided for each topic and produced for 15-20 minutes. In order to alleviate the burden on the students in the 6th week before the final exam, we conducted a review of the whole lesson in place of the problem-posing task and activities. Data collection and analysis Self-reflection journal. The present study traced students’ changes shown in their writing self-reflection journals during class. Students were asked to write self-reflection journals twice a week for 2 months. Students described the most important or impressive thing learned from the class in their journals. The present study used Nvivo, a qualitative research method to trace students’ changes in 12 self-reflection journals during flipped learning. Also, the problems that were posed by students in their journals for each class were investigated in terms of Bloom’s taxonomy accordingly and classified by HOT (Higher-Order-Thinking) and LOT (Lower-Order-Thinking). The learner was asked to write a self-reflection journal while watching the lecture videos. The self-reflection journal records a summary of the video content, and problem posing and solving. Then, students must share their distinctively created questions to the class. Students’ self-reflection journals were analyzed using Nvivo software for qualitative research methods. First, we created a code list and a code dictionary based on the literature review, and 68 codes were generated through a process of separating and merging codes. As a result, each student made a total of 12 questions and the questions were collected after each session. The results of the students’ class outcomes were divided according to Bloom’s cognitive domain classification criteria by 6 stages. Knowledge and understanding are classified as low-order thinking ability and application, analysis, synthesis, and evaluation are classified as higher-order thinking ability. In-depth interview. After six weeks of flipped learning, we interviewed a group of volunteers from each team. The students were provided with a questionnaire in

Asia Life Sciences Supplement 15(4) 2018

2191

Heo & Chun 2018 advance and interviewed as a group. Examples of interview questions are shown in Table 2. Table 2. Interview questions. No. 1 2 3 4 5 6 7

Questions

What do you think flipped learning is? In what ways do you think it is different from a lecture style class? How do you feel about this class? What was the best thing about this class? What was the worst thing in this class? In general, what do you think are the advantages/disadvantages of flipped learning? If you have a chance, would you like to learn other subjects by flipped learning as well? Others

In addition, interviews were conducted with three students whose grades changed most apparently: one student with the most successful grade and two students with poor grades in the final exam compared to the midterm exam.

Results and discussion

Relationship between problem-posing and HOT in Mathematics Education. The total number of questions posed by students in the pre-class activity was 444. Figure 1 shows the result of analyzing questions by type and difficulty level. The most common types of problem were the essay (42%), fill-in-the-blank (23%) and the short answer (20%). These three types accounted for 85% of the total items. Considering the time and effort involved in making questions and sentences, the number of multiple choice questions was relatively small. Next, the results of categorizing the types of questions according to Bloom’s taxonomy are shown in Figure 2. At the beginning of flipped learning, most of the questions (79%) created by students are related to the LOT and questions about HOT are very limited. However, as the process progressed, the proportion of questions for HOT tended to increase gradually. The types of questions were changed from problems related to knowledge and/or comprehension early in the course of flipped learning to those related to application, analysis, synthesis, and/or evaluation more and more as they moved to the latter part. Examples are shown in Figures 3 and 4, respectively.

2192

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning

Figure 1. Types of questions in this study.

Figure 2. Classification of problems: HOT vs. LoT. Note: HOT - application, analysis, synthesis, evaluation; LOT - knowledge, comprehension.

Figure 3. An example of LOT question.

Asia Life Sciences Supplement 15(4) 2018

2193

Heo & Chun 2018

Figure 4. An example of HOT question. These changes are also evident in interviews with the students. “I was interested in posing and solving problems after watching lecture videos. At first, I was busy making simple and easy problems. But I tried to make a higher-level problem gradually because I was full of drive in making a better question so both the problem makers and the solvers could think a little more. I also believe that I can learn a lot more when we share the problems that each team has created.” (Interview with Ham ○○, week 2) At the beginning of the class, students tended to pose a simple problem of LOT but as class progressed, they tried to make higher-level problems. In addition, the following quotations are taken from the student’s self-reflection journals, which provide a much better understanding about students’ responses to problem-posing and solving. “It was helpful to share problems created by each team and to deal with various issues. We develop a strategy to teach function in the context of real-life situations. So the next time, I’ll try my best to think deeply when I pose a problem. Through posing a problem, I can get the clear concept with regards to geometry. I swear. I’m going to make problems “properly”. As we have seen from above, students are aware of the importance of problemmaking activities and are concerned about the level of problems so that they do more meaningful activities. This is not only a result of metacognitive thought through flipped learning but also the students’ sense of responsibility and initiative for learning. Relationship between flipped learning and higher order thinking skills. We analyzed self-reflection journals made by students over a total of 6 weeks. The top 25 codes and quotation rates are shown in Table 3. Through a process of separating and merging codes 68 codes were generated from 867 references via cross-check and discussion in order to ensure inter-coder reliability. Table 4 illustrates Percentage of Coverage of the Top 25 codes.

2194

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning Table 3. Percentage of coverage of the Top 25 codes. Codes AR-P_interest CR_knowledge FL-AC_math ed FL-IC-P_effect_understanding FL-AC_reflection FL-AC_desire CR-P_comprehension PS-divergent thinking CR-N_comprehension FL-AC_opinion AR_motivation AR_value cognition AR_anxiety FL-PC-N_video FL-IC-P_effect_help CR_application FL-AC_self-encouragement PMR_graph FL-PC-P_video PS_TEEQ FL-IC-N_effect_understanding GA-P_role PS_convergent thinking FL-AC_complain PMR_practice

Coverage, % 14.72 14.65 11.30 8.99 8.33 8.15 7.23 6.61 6.14 5.68 5.04 4.38 4.17 3.73 3.66 3.46 3.07 3.07 2.85 2.85 2.85 2.71 2.50 2.45 2.41

Note: Code dictionary - FL: Flipped Learning; PC: Pre-Class; IC: In-Class; AC: After-Class; CR: Cognitive Reaction; AR: Affective Reaction; PMR: Psycho-Motor reaction; GA: Group Activity; PS: Problem Solving; A: Activity;P: Positive; N: Negative; TEEQ*: Public secondary school teacher employment exam question.

The activities that shared the problem were recognized as the most meaningful activity in the class. I realized that there are different ways to solve the same problem, and I preferred the process of growing up and receiving feedback. The results were also confirmed with other evidence. Several quotes from students’ journals show the effect of flipped learning and the process of review. “I was able to accept the concept more meaningfully by discussing the TEEQ problems of the recruitment and discussing it all together”. (In ○○, flipped learning - 5th-week, self-reflection journal)

Asia Life Sciences Supplement 15(4) 2018

2195

Heo & Chun 2018

“I tried to solve the problem that I had prepared, but I cannot solve it with just one concept and I have to learn various contents in a fused way”.

The following is an excerpt from an interview with a student who showed the significant improvement in midterm and final exams. T: What do you think about solving the assigned problem? Do you think it helps? S1: When I looked at the book, there was an answer, and it was amazing. The proof is not perfect, but I can get started ... I studied together and posted the best problem. T: What is the relationship between the final exam and the class? S1: I remember what I did in ping pong (audience reaction system using smartphone app). The second time I saw the video, I think I understood better. I know what I know, and I get to the point ... (Interview with Park ○, week 6) Note: T (Teacher), S(student). As you can see from the interview above, this student stated that he felt a sense of responsibility for learning. S2: I think I have not been able to finish my semester this time. S3: At the end of the semester, I was mentally tough and did not have much time to study. T: Have you watched the video?: S3: I take the exam while thinking about the class time. If it is a problem about the van Hiele model of the development of geometric thinking… Then I solve the problem while thinking about the van Hiele model in the class. I think this is all about “watching video clips”. T: Did you watch the movie repeatedly? S3: About two or three times. By the way, I do not remember well. S3: I think I had a hard time remembering. S2: I’ve only seen the video once. T: What made it feel so hard? S2: I’m postponing it. It seems to have been stressful and vicious because of it. I think I have not used it properly. T: How was your group activity? Was it uncomfortable to have a group activity? Was not it difficult? S3: The group activities were not difficult. There were a lot of kids who did not participate during the first semester, and I also think group activities are good to me. T: Would you like to learn other subjects by flipped learning as well? S3: Yes, I did not study much this time.

2196

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning (Interview with Kim ○○ and Choi ○○, week 6) Two students whose grades are lower than those in the midterm exam have a positive response to group activities. However, they found it difficult to be familiar with flipped learning because they were used to traditional lecture style class. In addition, as shown in the interviews, the above two students seemed to prefer the auditory response, so the pressure on watching the video leads to stress, which again appears to have repeated a vicious cycle that negatively affects learning. Thus, flipped learning has to be transformed according to the learning styles of learners in order to be effective, and more research results must be accumulated in the future.

Conclusion

There is an urgent need to change the lessons of the pre-service teacher education and educate teachers of the future generation who are important variables for reforming the school system and cultivating the creative and convergent talents of students required in the future society. In order to develop high-order thinking ability beyond the education which simply conveys knowledge, research on innovative teaching methods and its effectiveness must be conducted and discussed. In this study, we developed a flipped learning course for the pre-service teacher education and applied it to an actual classroom during 12 periods for 6 weeks. In order to measure the change of students’ thinking ability, we classified and analyzed the results of the classroom outcomes, such as problem posing and problem-solving, in terms of lower-order thinking ability and higher-order thinking ability according to Bloom’s taxonomy. Also, through the self-reflection journal and in-depth interviews with students, we examined how flipped learning affects the improvement of high-order thinking ability. As a result of the analysis, it seems that there is a virtuous cycle of students making better questions and trying to make the right questions by watching videos repeatedly for the interest and expectation to learn and gain a deeper understanding. As learning progressed, the proportion of questions that were related to test higher-order thinking skills increased noticeably. In addition, students’ self-reflection journal and in-depth interviews show that students have a sense of responsibility and initiative in learning. However, in the case of students whose grades for the final exams were slightly lower than those for the midterm exams, they showed that they could not adjust to the class due to the vicious circle of negative feelings and pressure to watch the video in advance compared with the familiar lecture class. The results of in-depth interviews with the students of the two groups, which show a significant change in the grades, suggest the influence of the student’s learning style on flipped learning. Therefore, various class activities in a diverse learning environment in the future is necessary.

Acknowledgment

This work was supported by research fund of Catholic Kwandong University. (CKURF-201703440001) for which the authors are truly grateful.

Asia Life Sciences Supplement 15(4) 2018

2197

Heo & Chun 2018 LITERATURE CITED

Bergmann, J. and A. Sams. 2012. Flip your Classroom: Reach Every Student in Every Class Every Day. ISTE, Oregon, USA, 124 p. Bergmann, J. and A. Sams. 2014. Flipping learning: Gateway to student engagement. Learning and Leading with Technology 41(7): 18-23. Bloom, B.S. (Editor). 1956. Taxonomy of Educational Objectives: Book I, Cognitive Domain. Longman Green, New York, USA, 221 p. Choi, E.H. and Y.K. Kwag. 2016. Problem solving & critical thinking between instructor and senior debriefing in simulation education for nursing students. Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities and Sociology 6(4): 191-200. Choi, M. 2017. A study on effects of collaborative preference, collaborative self-regulation and group cohesiveness of learner on learning community’s satisfaction in university. Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities and Sociology 7(5): 265-272. Ellis, A.K.1991. Teaching and Learning Elementary Social Studies. Allyn & Bacon, Massachusetts, USA, 432 p. Fulton, K.P. 2012. 10 Reasons to flip. New Styles of Instruction 94(2): 20-24. Gall, M.D. 1970. The use of questions in teaching. Review of Educational Research 40(5): 707-721. Ha, M.J. 2017. Using the inverted classroom to teach writing: A preliminary study. AsiaPacific Journal of Multimedia Services Convergent with Art, Humanities and Sociology 7(2): 945-953. Heo, H.J. and B.A. Chun. 2016. A study on the effects of mobile-based LMS on flipped learning: Focused on the affective pathway in pre-service teacher education. International Journal of Software Engineering and its Applications 10(12): 473-484. Heo, H.J. and M.Y. Choi. 2014. Experiences by novice math teacher in middle school. Information 17(12A): 6211-6216. Kim, N.I., B.A. Chun and J.I. Choi. 2014. A case study of flipped learning at college: Focused on effects of motivation and self-efficacy. Journal of Educational Technology 30(3): 467-492. Kim, Y.K. 1998. A study on the influence of teacher’s question type on the extension of students’ higher order thinking. Master’s Thesis, Kyung- Gi University, Korea, 76 p. (Unpublished) Lee, J.I. 1999. Ways of questions and its applications for higher-level thinking in social studies. Social Studies Education 32: 185-207. Oberer, B. 2016. ‘Flipped MIS’. The mobile flipped classroom approach shown in the example of MIS courses. International Journal of u- and e-Service, Science and Technology, SERSC Australia 9(3): 379-390. Oh, M.-Y. and S.Z. Roh. 2017. Developing method and model of teaching-learning in elementary school mathematics with Vygotsky’s ZPD Theory. Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities and Sociology 7(5): 347-356. Park, S.J. 2006. A study on questioning method to promote critical thinking ability in the elementary social studies. Social Studies Education 45(1): 121-152. Resnick, L. 1987. Education and Learning to Think. National Academy Press, Washington DC, USA, 71 p. Saido, G.M., S. Siraj, A.B. Nordin and O.S. Al Amedy. 2015. Higher order thinking skills among secondary students in science learning. The Malaysian Online Journal of Educational Science 3(3): 13-20. Song, S. 2017. Strategic flipped learning in-class design. Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities and Sociology 7(3): 851-859.

2198

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning Stein, M.K. and S. Lane. 1996. Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation 2(1): 50-80. Thompson, T. 2008. Mathematics teachers interpretation of higher-order thinking in Bloom’s Taxonomy. International Electronic Journal of Mathematics Education 3(2): 96-109.

Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd., Philippines 2018 Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA. Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

Asia Life Sciences Supplement 15(4) 2018

2199

Heo & Chun 2018

Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd., Philippines 2018 Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA. Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

2200

Asia Life Sciences Supplement 15(4) 2018

Improving the higher order thinking skills using flipped learning

Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd., Philippines 2018 Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA. Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

Asia Life Sciences Supplement 15(4) 2018

2201

ASIA LIFE SCIENCES SUPPLEMENT 15(4): 2995-2998, 2018 The Asian International Journal of Life Sciences

REVIEWERS - ASIA LIFE SCIENCES Supplement 15, Number 4, 2018 Arts, Culture, Education, Linguistics and Law* Education Area

Kyung-Hwa Lee, Soongsil University, Korea Chae Young Ran, Honam University, Korea Eun Hwan Roh, Chinju National University of Education, Korea Han SeungLock, KongJu National University, Korea Hye Young Chung, Ewha Womens University, Korea Hyeon-Suk Kang, Kyungpook National University, Korea Hyon-sook Shin, Sangmyung University, Korea Hyugil Kwon, Cheongju National University of Education, Korea Hyun Jean Yi, Catholic University of Daegu, Korea Hyun-hee Cho, Daegu National University of Education, Korea Jae Woon Yun, Daegu University, Korea Jae-bok Seo, Jeonju University, Korea Jaemu Lee, Busan National University of Education, Korea Jeongjin Youn, Tongmyong University, Korea Jina Lee, Sangmyung University, Korea Jisuk Kim, Baekseok University, Korea Jong-ho Park, Chinju National University of Education, Korea Joong Kwoen Lee, Dongguk University, Korea Kang YungSik, Chungnam National University, Korea Kil-ku Lee, Jeonju University, Korea Kim Jeong Kyoum, Chungnam National University, Korea Ma-byong Yoon, JeonJu University, Korea ManGoo Park, Seoul National University of Education, Korea Mi Ryang Kim, Sungkyunkwan University, Korea Mihae Ryu, Cheongju National University of Education, Korea Disclaimer: The use of trade name(s) in this publication does not imply endorsement or criticism of the product(s) named.

*

Actual publication date: 26 August 2018-ALS Supplement 15(4) 2018. ©Rushing Water Publishers Ltd. 2018

Printed in the Philippines

Minkyung Sung, Baeseok University, Korea Mun-Koo Kang, Kongju National University, Korea Nam Soon Kim, Chosun university, Korea Okin Lee, Jeonju University, Korea Park JungHwan, Jeju National University, Korea Pyung Kim, Jeonju National University of Education, Korea Sangsu Kevin Baek, Daegu University, Korea Seak-Zoon Roh, Sungshin Women’s University, Korea Seong Rok Oh, Dongshin University, Korea Seongbin Park, Korea University, Korea Seong-ho Lee, Chung-ang University, Korea Seong-won Kim, Ewha Womans University, Korea Sook Young Choi, Woosuk University, Korea Soongil Park, Nambu University, Korea Sunhee Choi, JeonJu University, Korea Ui-Shik Chang, Daegu University, Korea Wan-Shin Park, Chungnam National University, Korea Woo Yeol Kim, Daegu National University of Education, Korea Woo-cheon Jun, Seoul National University of Education, Korea Young Ju Lee, Daegu National University of Education, Korea Young-Il Jang, Chungnam National University, Korea Youngjoo Kim, Gwangju National University of Education, Korea Youngsoon Kim, Inha University, Korea YoungTae Kong, Chinju National University of Education, Korea

Art, Culture, Game, Graphics, Linguistics, Policy and Law Areas

Ilmin Kim, Hansung University, Korea Jinsul Kim, Chonnam National University, Korea Youngchul Kim, Korea Info &Communications Polytechnic College, Korea Hwajin Park, Sookmyung University, Korea Yong Soo Choi, Sungkyul University, Korea Kwangki Kim, Korea Nazarene University, Korea Chul Kim, SEC (Samsung Electronics Co.), Yonsei University, Korea Daniel Thalmann, Nanyang Technological University, Singapore Dong Chan Suh, SEC (Samsung Electronics Co.), Yonsei University, Korea Dong Won Lee, ACSE (Advanced Carbon System Energy. Co), Korea Eun-Ho Lee, Kyobo Book Centre Co., Ltd., Korea Heejune Ahn, Seoul National University of Science and Technology, Korea Joohun Lee, Dong-Ah Institute of Media and Arts, Korea Jung Yoon Kim, Chung-ang University, Korea Kyoung-nam Kim, Sungkyul University, Korea Lihua You, Bournemouth University, UK

Ok Hue Cho, Seoul Cyber University, Korea Sang Hun Nam, CHIC (Center of Human-centered Interaction for Coexistence), Korea Sang Yeon Kim, SEC (Samsung Electronics Co.), Yonsei University, Korea Seong Whan Kim, University of Seoul, Korea Sung Tae Lee, Seoul Cyber University, Korea Sungdae Hong, Seokyeong University, Korea Won Hyung Lee, Chung-ang University, Korea

REVIEWERS - ASIA LIFE SCIENCES Supplement 15, Number 2, 2018 Psychology, Social Sciences and Welfare* Amlan Datta, Institute of Health Management Research, India Andrea Matta, Politecnico di Milano, Italy Youn-Kyoung Kwag, Silla University, Korea Eun Joo Kim, Sangji University, Korea Gaeun Kim , Keimyung University, Korea Hye-Won Kim, Konyang University, Korea Insook Lee, Changwon National University, Korea In-Young Yoo, Jeonju University, Korea Ioannis Hatzilygeroudis, University of Patras, Greece Ju-Young Ha, Pusan National University, Korea Kyung Ja Kang, Jeju National University, Korea Miran Kim, Konyang University, Korea Onseok Lee, Gimcheon University, Korea Pamela Mahan, Atlantic State University, USA Patricia M. Burrell, Hawaii Pacific University, Hawaii Phillip Maude, RMIT University, Australia Sang Bum Chin, Chonbuk National University, Korea Santosh Kumar Sahu, Madras School of Economics, Chennai, India Seong-Ran Lee, Kongju National University, Korea Tae Jeong Jee, Kaya University, Korea Trisha Dunning, Deakin University and Barwon Health, Australia Yunkyoung Lee, Jeju National University, Korea Yun-mi Kim, Gachon Universtiy, Korea Disclaimer: The use of trade name(s) in this publication does not imply endorsement or criticism of the product(s) named.

*

Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd., Philippines 2018 Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA.

Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

Actual Date of Publication: Asia Life Sciences Supplement 15(4) 2018 - 26 August 2018

Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd., Philippines 2018 Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA.

Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

Actual Date of Publication: Asia Life Sciences Supplement 15(4) 2018 - 26 August 2018

ASIA LIFE SCIENCES

The Asian International Journal of Life Sciences ISSN 0117-3375 Beyond Excellence©





Actual Date of Publication: Asia Life Sciences Supplement 15(4) 2018 - 26 August 2018

Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/ Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA.

Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

3000

Asia Life Sciences Supplement 15(4) 2018

Reviewers - Asia Life Sciences Supplement 15(4) 2018

ASIA LIFE SCIENCES -The Asian International Journal of Life

Sciences (ISSN 0117-3375) is a non-profit, non-stock, refereed/peerreviewed (double-blind review), international, scientific journal devoted to the publication of original research in the Life Sciences and other disciplines. Articles originating from anywhere in the world are most welcome. Two issues a year make a volume.

BOARD OF EDITORS-Asia Life Sciences Supplement 15(4) 2018 Chairman & Chief Editor: Dr. William Sm. Gruèzo, 7288 Santosha Avenue corner Astheya Street, Istana Lovina Bay Park, Puypuy, Bay 4033, Laguna, Philippines. Members: Dr. Yung-Cheol Byun, Department of Computer Engineering, Jeju National University,102 Jejudaehak-ro, Jeju-si, Jeju-do 690-756, South Korea. Dr. Liding Chen, State Key Laboratory of Urban and Regional Ecology, Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Shuangqing Road 18, Haidian, Beijing 100085, China. Dr. Leonila A. Corpuz-Raros, Institute of Weed Science, Entomology & Plant Pathology, College of Agriculture and Food, University of the Philippines Los Baños (UPLB), College 4031, Laguna. Dr. Maribel L. Dionisio-Sese, Plant Biology Division, Institute of Biological Sciences, College of Arts & SciencesUPLB, College 4031, Laguna. Dr. Irineo J. Dogma Jr., Graduate School, University of Santo Tomas, España St., Manila. Dr. Agustine I. Doronila, School of Chemistry, University of Melbourne, Victoria 3010, Australia. Dr. Celeste Leiden G. Gruèzo DVM/MA, 7288 Santosha Avenue corner Astheya Street, Istana Lovina Bay Park, Puypuy, Bay 4033, Laguna. Dr. Rafael D. Guerrero III, National Academy of Science and Technology, Level 3, Science Heritage Building, Deparment of Science and Technology Complex, Bicutan, Taguig City, MetroManila. Dr. Tai-hoon Kim, Department of Convergence Security, Sungshin Women’s University, Seoul, South Korea. Dr.Mehmet Varol, Muğla Sıtkı Koçman University, Faculty of Science, Department of Molecular Biology and Genetics, Kötekli Campus, 48000, Muğla, Turkey. Technical Production Manager: Ydred Harriss G. Gruèzo, BSA

Deadlines for submission of manuscripts. First issue-01 July; Second issue-01 January. Please contact the Chief Editor/Chairman, ALS Board of Editors (see addresses below). Subscription Prices. Foreign: Institutional - US$1000; Individual - US$800 (including Volumes 1-27, 1992-2018 + 15 Supplements). Local: Institutional - PhP10,000; Individual - PhP8000 (including Volumes 1-26, 1992-2017 + 14 Supplements). Prepayment of order/ back order is required. All issues are to be sent by air mail. Back orders will have an additional packing-handling and postage cost. Send manuscripts, subscription orders and correspondence to: Dr. William Sm. Gruèzo, ASIA LIFE SCIENCES, 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033, Laguna, Philippines. e-mails: [email protected] [email protected] Website: http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd. 2018

Asia Life Sciences Supplement 15(4) 2018

Printed in the Philippines

3001

ASIA LIFE SCIENCES

The Asian International Journal of Life Sciences ISSN 0117-3375 Beyond Excellence©





Beyond Excellence© 81 Governor F.T. San Luis Avenue, Masaya, Bay 4033 Laguna, Philippines Celfone nos. (063) (049) 0916-526-0164; 0995-028-0718 e-mails: [email protected] [email protected] http://www.sersc.org/journals/ALS/

©Rushing Water Publishers Ltd., Philippines 2018 Asia Life Sciences has an Impact Factor of 0.180 The papers published in Asia Life Sciences are indexed/covered by SCOPUS, Elsevier B.V., Radarweg 29, 1043 NX, Amsterdam, The Netherlands; CABI, Wallingford, Oxon, UK; China National Knowledge Infrastructure (CNKI), 66 Xixiaokou Avenue, Haidian District, Beijing, China; J-Gate, Informatics Publishing Limited, No. 194, RV Road, Basavanagudi, Bangalore-560004, Karnataka, India and EBSCO Publishing, Inc., 10 Estes Street, Ipswich, Massachusetts, 01938-0682, USA.

Asia Life Sciences is a recipient of the Journal Accreditation Award of the Commission on Higher Education (CHED), Republic of the Philippines (2010-2016). Printed on acid-free papers

Actual Date of Publication: Asia Life Sciences Supplement 15(4) 2018 - 26 August 2018

3002

Asia Life Sciences Supplement 15(4) 2018

ASIA LIFE SCIENCES The Asian International Journal of Life Sciences ISSN 0117-3375 Supplement 15 Number 4

August 2018

CONTENTS

2087 Product image preference and purchase intention of Korean fashion brands in Korean drama: Focused on Chinese university students C. Ding & Y.-S. Lee 2099 Xu Gang’s ecological thoughts and new humanism T.-J. Lee 2109 Effects of adversity quotient (AQ) on cognitive flexibility and work engagement among cosmetologists D.-s. Tea, S.-B. Hong & M.-H. Kim 2119 Analysis of physical activity network by students in middle school H.-s. Youn & J.-i. Yoo 2131 On the ground of African American’s music embracing the pain of their History and Culture M.-A Kim 2141 The association between the hierarchical structure and aspectual interpretation of the commencement sentence in Japanese and Korean Y. Park 2153 Development of a parents’ education program model for immigrant women using Korean fairy tales D.-H. Choi 2163 Development of green building integrated construction process by analysis of overseas building construction project D.-G. Kim 2177 A study of usability in the driving by senior consumers E.-h. Oh, H.-j. Lee & H.-k. Choi Cont. on Inside Back Cover ©Rushing Water Publishers Ltd. 2018 Printed in the Philippines