Changes to teaching practices have been requested in almost every field of science and mathematics but their implementation can be daunting. The flipped classroom has become a popular method in K-16 education for integrating active learning in the classroom. Research on the implementation of flipped classrooms has been met with mixed results, however. I sought to determine the effectiveness of the flipped classroom while addressing methodology needs cited by past studies including: using both faculty and student demographic variables, addressing assessment performance using concept inventories, and studying faculty who are not experts in education. I found that flipped and non-flipped faculty self-reported approaching teaching in a similar way and when reviewed by external reviewers, little difference was seen between groups. Flipping the classroom was associated with more positive student attitudes towards thinking scientifically but more negative attitudes towards their aptitude and need for science. There was no meaningful difference in learning gains in flipped and non-flipped classes. I suggest that effective implementation of active learning in a flipped classroom requires that faculty are trained in the use of active learning practices and modern pedagogy.
Year manuscript completed
Year degree awarded
Flipped Classroom, Active Learning, Blended Classroom, Non-Major Biology, Introductory, Undergraduate
Terry L. Derting
Good, Leah, "IMPLEMENTATION OF A FLIPPED CLASSROOM IN A NON-MAJORS’ BIOLOGY COURSE" (2017). Murray State Theses and Dissertations. 62.