An Investigation into the Impact of the Flipped Classroom with Active Learning on the Perception and Performance of Biology Nonmajor Students at the Undergraduate Level

Autor/inn/en	Rai, Bina; Zhu, Julia Yajuan; Koh, Dawn C-I; Xiaojuan, Khoo; Krishnaswamy, Lakshminarasimhan; Chandramohanadas, Rajesh; Shi, Ong Eng; Leong, Pey Kin
Titel	An Investigation into the Impact of the Flipped Classroom with Active Learning on the Perception and Performance of Biology Nonmajor Students at the Undergraduate Level
Quelle	In: Journal of College Science Teaching, 50 (2020) 2, S.27-39 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Instructional Effectiveness; Science Instruction; Biology; Flipped Classroom; Active Learning; Hands on Science; Questioning Techniques; Class Activities; Group Discussion; Video Technology; Peer Relationship; Scheduling; Learner Engagement; Student Attitudes; College Freshmen; Nonmajors; Scores; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Flipped classrooms; Flip teaching; Inverted teaching; Aktives Lernen; Befragungstechnik; Fragetechnik; Gruppendiskussion; Peer-Beziehungen; Disposition; Schülerverhalten; Studienanfänger; Ausland; Singapur
Abstract	We carried out a study of an instructional model that integrates flipped classroom with active learning, in-class activities into our biology course, using a mixed methods research design. According to the survey (n = 331), a majority of students found the flipped classroom engaging and helpful for class preparation and scheduling of learning. Student performance was assessed by pre- and postpeer discussion quizzes. We found that there was a significant number of students who obtained a full score with reduced response times (by an average of 81.3%) after peer discussion at week 9 and 13 of the term. There was also a noticeable difference in the normalized average scores obtained in the final examinations for 2017 as compared to 2015 (before the flip). In summary, the integration of instructional videos with conceptual questions and hands-on, in-class activities for an undergraduate biology course intended for nonmajors resulted in improved students' perceptions of engagement, biology, and scores to a moderate extent. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01