Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30371
A Flipped Classroom Approach for Non-Science Majors

Authors: Nidhi Gadura

Abstract:

To ensure student success in a non-majors biology course, a flipped classroom pedagogical approach was developed and implemented. All students were assigned online lectures to listen to before they come to class. A three hour lecture was split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest in the subject and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a much better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non-science majors and the author is ready to implement this in other classrooms.

Keywords: pedagogy, Flipped Classroom, technological pedagogical model, non-science majors

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1106945

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1291

References:


[1] Fitzpatrick, 2012. nytimes.com/2012/06/25/us/25iht-educside25.html;
[2] Berrett,2012chronicle.com/article/How-Flipping-the- Classroom/130857/;
[3] Cynthia J. Brame http://cft.vanderbilt.edu/guides-sub-pages/flipping-theclassroom/
[4] Walvoord, Barbara E. and Virginia Johnson Anderson. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey- Bass, 1998.
[5] Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
[6] Koehler, M. & Mishra, P. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054
[7] Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.