Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses

Yu, Liang; Li, Yueru; Liu, Yu; Zheng, Huzhi

doi:10.1039/d2rp00339b

Cited by 4 publications

(3 citation statements)

References 49 publications

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“…This data was then utilized to enhance their in-class activities, which involved modifying their lecturing style, implementing peer instruction methods, and enriching collaborative learning that helped students learn effectively. In the context of a secondary school chemistry course [25], an assessment of pre-class learning tasks was conducted via the Ningxia Education Cloud. This widely utilized learning management system facilitated the collection of extensive feedback from students.…”

Section: Rq3: What Outcomes Did Science Educators Observe When Employ...mentioning

confidence: 99%

“…To actively involve remote learning students, Christiansen et al (Error) innovatively developed a satellite campus using the Utah Education Network (https://www.uen.org/) as a platform for conducting training and educational activities. The skillful implementation of in-class activities by educators provided a student-centric learning environment that cultivates vital skills such as critical thinking, problem-solving, and collaborative ability when learning scientific concepts (Error)[25](Error). The physics educators introduced two significant teaching methods: peer instruction[9] and just-in-time teaching (JiTT)[58].…”

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Examining the implementation and outcomes of flipped pedagogy in science education: A review

2023

Volume 1

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Section: Rq3: What Outcomes Did Science Educators Observe When Employ...mentioning

confidence: 99%

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confidence: 99%

Examining the implementation and outcomes of flipped pedagogy in science education: A review

2023

Volume 1

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“…The FC has also been proven to have a positive impact on student learning achievement (Murillo-Zamorano et al, 2019;Strelan et al, 2020;Van Alten et al, 2019). The application of FC in learning is known to improve students' cognitive abilities such as critical thinking (Styers et al, 2018;Sugrah et al, 2023), creative thinking (Rahayu et al, 2022), and problem-solving skills (Yu et al, 2023). Other research also shows that FC can develop other skills such as collaboration (W.-Y.…”

Section: Introductionmentioning

confidence: 99%

Flipped classroom strategies in biology learning: A systematic literature review

Jasman,

Sulisetijono,

Mahanal

2024

JPBI

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Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

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Audiovisual methodology for engineering education in Cuba, Peru and Mozambique.

López Silva,

Carmenates Hernández,

Requejo Pacheco

et al. 2023

revVISUAL

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In this article, the methodological integration of the flipped classroom (FC) and problem-based learning (PBL) in the teaching of the hydrology course was developed. The research is applied with a quantitative, quasi-experimental approach. It was applied to a sample of 1846 Civil Engineering students over 10 years at universities in Cuba (UC), Peru (UP) and Mozambique (UM). The results showed that the best student satisfaction occurred at UP with 89.92%. It is concluded that the fusion of FC and PBL promotes lifelong learning that includes general and specific competencies.

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Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses

Abstract: The use of the flipped classroom approach in chemical courses has rapidly increased over the past decade, and it appears this type of learning environment will play an essential role...

Cited by 4 publications

References 49 publications

Examining the implementation and outcomes of flipped pedagogy in science education: A review

Examining the implementation and outcomes of flipped pedagogy in science education: A review

Flipped classroom strategies in biology learning: A systematic literature review

Audiovisual methodology for engineering education in Cuba, Peru and Mozambique.

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