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Journal of Science Education and Technology
Erschienen in: Journal of Science Education and Technology 5/2016

20.07.2016

Flipped Instruction in a High School Science Classroom

verfasst von: Jonathan Leo, Kelly Puzio

Erschienen in: Journal of Science Education and Technology | Ausgabe 5/2016

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Abstract

This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.
Vorheriger Artikel Investigating Preservice STEM Teacher Conceptions of STEM Education
Nächster Artikel Curricular Influences on Female Afterschool Facilitators’ Computer Science Interests and Career Choices

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Metadaten
Titel
Flipped Instruction in a High School Science Classroom
verfasst von
Jonathan Leo
Kelly Puzio
Publikationsdatum
20.07.2016
Verlag
Springer Netherlands
Erschienen in
Journal of Science Education and Technology / Ausgabe 5/2016
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-016-9634-4

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