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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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The flipped classroom allows for more class time devoted to critical thinking.

Lara R DeRuisseau1

  • 1Department of Biological Sciences, Le Moyne College, Syracuse, New York deruislr@lemoyne.edu.

Advances in Physiology Education
|February 2, 2017
PubMed
Summary

The flipped classroom model in science education improved student performance, shifting assessments to higher-order thinking skills. While final grades improved, student evaluations declined, warranting further research.

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Area of Science:

  • Science Education
  • Higher Education Pedagogy

Background:

  • Traditional lecture formats often prioritize factual recall.
  • Implementing innovative teaching methods like the flipped classroom can enhance student engagement and learning outcomes.

Purpose of the Study:

  • To compare the effectiveness of a flipped classroom model versus a traditional lecture format in a high-content science course.
  • To analyze the impact on assessment types and student academic performance.

Main Methods:

  • A two-semester study comparing a flipped classroom (pre-recorded lectures, in-class activities) with a traditional lecture format.
  • Assessment questions were analyzed using Bloom's Taxonomy to evaluate higher-order thinking skills.
  • Final course grades were compared against students' major Grade Point Average (GPA).

Main Results:

  • Flipped classroom assessments significantly increased application-level questions (38% vs. 12%) compared to the traditional format.
  • Students in the flipped classroom performed better than predicted by their major GPA (85.5% earned higher grades vs. 42.2% in traditional).
  • Despite improved academic outcomes, student evaluations indicated a decline in satisfaction with the flipped model.

Conclusions:

  • The flipped classroom model effectively shifted assessments towards higher-order thinking and improved student academic performance in this science course.
  • While beneficial for learning outcomes, the flipped model may negatively impact student satisfaction.
  • Further research is recommended to explore the nuances of flipped classroom implementation and student feedback.