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Flipped Classrooms for Advanced Science Courses

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Abstract

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

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  1. Purdue University North Central, Westville, IN, USA

    Annette Tomory

  2. Purdue University, West Lafayette, IN, USA

    Sunnie Lee Watson

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  1. Annette Tomory
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  2. Sunnie Lee Watson
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Correspondence to Annette Tomory.

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Tomory, A., Watson, S.L. Flipped Classrooms for Advanced Science Courses. J Sci Educ Technol 24, 875–887 (2015). https://doi.org/10.1007/s10956-015-9570-8

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