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Flipped Instruction in a High School Science Classroom

Abstract

This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.

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Correspondence to Kelly Puzio.

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Leo, J., Puzio, K. Flipped Instruction in a High School Science Classroom. J Sci Educ Technol 25, 775–781 (2016). https://doi.org/10.1007/s10956-016-9634-4

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Keywords

  • Flipped instruction
  • Active learning
  • Secondary Biology