Skip to main content

Advertisement

SpringerLink
Log in

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students’ perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students’ perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students’ emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students’ perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Aydogan H, Bozkurt F, Coskun H (2015) An assessment of brain electrical activities of students toward teacher’s specific emotions. Int J Soc Behav Educ Econ Bus Ind Eng 9(6):1977–2000

    Google Scholar 

  • Bergmann J, Sams A (2014) Flipped learning: maximizing face time. Training & Development, New York

    Google Scholar 

  • Beth Gilboy Mary, Scott Heinerichs, Gina Pazzaglia (2015) Enhancing student engagement using the flipped classroom. J Nutr Educ Behav 47(1):109–114. doi:10.1016/j.jneb.2014.08.008

    Article  Google Scholar 

  • Biggs J, Tang C (2007) Teaching for quality learning at University. The society for research into higher education, 3rd edn. Open University Press, Cambridge

    Google Scholar 

  • Bisquerra R (2005) Emotional education and well-being. Praxis, Barcelona

    Google Scholar 

  • Blair E, Maharaj C, Primus S (2015) Performance and perception in the flipped classroom. Educ Inf Technol. doi:10.1007/s10639-015-9393-5

    Google Scholar 

  • Borrachero AB, Brígido M, Mellado L, Costillo E, Mellado V (2014) Emotions in prospective secondary teachers when teaching science content, distinguishing by gender. Res Sci Technol Educ 32(2):182–215. doi:10.1080/02635143.2014.909800

    Article  Google Scholar 

  • Brígido M, Bermejo ML, Conde MC, Mellado V (2010) The emotions in teaching and learning nature Sciences and Physics/Chemistry in pre-service primary teachers. US China Educ Rev 7(12):25–32

    Google Scholar 

  • Brígido M, Borrachero AB, Bermejo ML, Mellado V (2013) Prospective primary teachers’ self-efficacy and emotions in science teaching. Eur J Tea Educ 36(2):200–217

    Article  Google Scholar 

  • Butt A (2014) Student views on the use of a flipped classroom approach: evidence from Australia. Bus Educ Acredit 6(1):33–43

    Google Scholar 

  • Calik M, Ebenezer J, Özsevgec T, Kücük Z, Artun H (2015) Improving science student teachers’ self-perception of fluency with innovative technologies and scientific inquiry abilities. J Sci Educ Technol 24:448–460

    Article  Google Scholar 

  • Chen Y, Wang Y, Kinshuk Chen NS (2014) Is FLIP enough? or should we use the FLIPPED model instead? Comput Educ 79:16–27. doi:10.1016/j.compedu.2014.07.004

    Article  Google Scholar 

  • Christiansen MA (2014) Inverted teaching: applying a new pedagogy to a University organic chemistry class. J Chem Educ 91(11):1845–1850. doi:10.1021/ed400530z

    Article  Google Scholar 

  • Damasio A (1996) The error of descartes. Barcelona, Spain, Crítica

    Google Scholar 

  • Damasio A (2005) Looking for Spinoza. Nuerobiology emotion and feelings. Crítica, Barcelona

    Google Scholar 

  • Davies RS, Dean DL, Ball N (2013) Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educ Tech Res Dev 61(4):563–580

    Article  Google Scholar 

  • Dávila Acedo MA, Borrachero Cortés AB, Cañada-Cañada F, Martinez Borreguero G, Sánchez Martín J (2015) Evolution of the emotions experienced by prospective primary teachers, focused on didactics of matter and energy. Rev Eureka Enseñ Divul Cien 12(3):550–564

    Google Scholar 

  • Duit R, Treagust DF, Widodo A (2008) Teaching science for conceptual change: theory and practice. In: Vosniadou S (ed) International handbook of research on conceptual change. Routledge, New York, pp 629–646

    Google Scholar 

  • Etxeberria J, Tejedor FJ (2005) Descriptive data analysis in education. La Muralla, Madrid

    Google Scholar 

  • González-Gómez D, Jeong J, Airado D, Cañada-Cañada F (2016) Performance and perception in the flipped learning model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. J Sci Educ Technol 25:450–459

    Article  Google Scholar 

  • Handelsman J, Ebert-May D, Beichner R, Bruns P, Chang A, DeHaan R, Gentile J, Lauffer S, Steart J, Tilghman SM, Wood WB (2004) Policy forum: scientific teaching. Science 30:521–522

    Article  Google Scholar 

  • Hargreaves A (2000) Mixed emotions: teachers’ perceptions of their interactions with students. Teach Teach Educ 16(07):811–826

    Article  Google Scholar 

  • Hill JR, Song L, West RE (2009) Social learning theory and web-based learning environments: a review of research and discussion of implications. Am J Distance Educ 23(2):88–103. doi:10.1080/08923640902857713

    Article  Google Scholar 

  • Imran M (2013) Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. J Learn Teach 7:1–13

    Google Scholar 

  • Jeong JS, García L, Hernández B (2014) Approaches to validating a mutual participatory web-planning interface in rural Extremadura (Spain). Land Use Policy 39:211–223

    Article  Google Scholar 

  • Kim MK, Kim SM, Khera O, Getman J (2014) The experience of three flipped classrooms in an urban university: an exploration of design principles. Internet High Educ 22:37–50. doi:10.1016/j.iheduc.2014.04.003

    Article  Google Scholar 

  • Long T, Logan J, Waugh M (2016) Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. Tech Trends. doi:10.1007/s11528-016-0045-4

    Google Scholar 

  • Love B, Hodge A, Grandgenett N, Swift AW (2013) Student learning and perceptions in a flipped linear algebra course. Int J Math Educ Sci Technol 45(3):317–324. doi:10.1080/0020739X.2013.822582

    Article  Google Scholar 

  • Mason GS, Rutar TS, Cook KE (2013) Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. Educ IEEE Trans 56(4):430–435. doi:10.1109/TE.2013.2249066

    Article  Google Scholar 

  • Mattis KV (2014) Flipped classroom versus traditional textbook instruction: assessing accuracy and mental effort at different levels of mathematical complexity. Technol Knowl Learn. doi:10.1007/s10758-014-9238-0

    Google Scholar 

  • Moraros J, Islam A, Yu S, Banow R, Schindelka B (2015) Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Med Educ. doi:10.1186/s12909-015-0317-2

    Google Scholar 

  • Neil Fitzgerald, Luisa Li (2015) Using presentation software to flip an undergraduate analytical chemistry course. J Chem Educ 92(9):1559–1563. doi:10.1021/ed500667c

    Article  Google Scholar 

  • O’Flaherty J, Phillips C (2015) The use of flipped classrooms in higher education: a scoping review. Internet High Educ 25:85–95. doi:10.1016/j.iheduc.2015.02.002

    Article  Google Scholar 

  • Otero MR (2006) Emociones, sentimientos y razonamientos en didáctica de las ciencias (emotions, feelings and reasoning in science education). Rev Elec Invest Educ Cienc 1(1):24–53

    Google Scholar 

  • Pintrich PR, Marx RW, Boyle RA (1993) Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Rev Educ Res 63(2):167–199

    Article  Google Scholar 

  • Roach T (2014) Student perceptions toward flipped learning: new methods to increase interaction and active learning in economics. Int Rev Econ Educ 17:74–84. doi:10.1016/j.iree.2014.08.003

    Article  Google Scholar 

  • Ross AAG (2012) Coming in from the cold: constructivism and emotions. Euro J Inter Relat 12(2):197–222

    Article  Google Scholar 

  • Sams A, Bergmann J (2013) Flip your students’ learning. Technol Rich Learn 70(6):16–20

    Google Scholar 

  • Silverberg Lee J, John Tierney, Bodek Matthew J (2014) Use of Doceri software for iPad in online delivery of chemistry content. J Chem Educ 91(11):1999–2001. doi:10.1021/ed4009057

    Article  Google Scholar 

  • Solbes J (2011) ¿Por qué disminuye el alumnado de ciencias? (Why decreases science students?). Alambique 67:53–61

    Google Scholar 

  • Sowa L, Thorsen D (2015) An assessment of student learning, perceptions and social capital develpment in undergraduate, lower-division STEM courses employing a flipped classroom pedaggoy. Paper presented at the 122nd ASEE Annual Conferencie and Exposition, Seattle, WA

  • Sutton RE, Wheatley KF (2003) Teachers’ emotions and teaching: a review of the literature and directions for future research. Educ Psychol Rev 15(4):327–358

    Article  Google Scholar 

  • Thagard P (2008) Conceptual change in the history of science: life, mind and disease. In: Vosniadou S (ed) International handbook of research on conceptual change. Routledge, New York, pp 374–387

    Google Scholar 

  • Tobin K (2010) Reproducir y transformar la didáctica de las ciencias en un ambiente colaborativo (Reproduce and transform science education in a collaborative environment). Enseña Cienc 28(3):301–313

    Google Scholar 

  • Tourón J, Santiago R (2015) Flipped learning model and the development of talent at school. Rev Educ 368:33–65. doi:10.4438/1988-592X-RE-2015-368-288

    Google Scholar 

  • Tucker B (2012) The flipped classroom. Online instruction at home frees class for learning. Educ Next 12(1):82–83

    Google Scholar 

  • Tune JD, Sturek M, Basile DP (2013) Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv Physiol Educ 11(3):57–77

    Google Scholar 

  • Vázquez A, Manassero MA (2007) En defensa de las actitudes y emociones en la educación científica (I): evidencias y argumentos generales (In defense of attitudes and emotions in science education (I): general arguments and evidence). Rev Eureka Enseñ Divul Cien 4(2):247–271

    Google Scholar 

  • Young JR (2002) ‘Hybrid’’ teaching seeks to end the divide between traditional and online instruction. Chron High Educ 48(28):A33–A34

    Google Scholar 

Download references

Acknowledgments

This work was founded by the Ministry of Economy and Competitiveness of Spain (Research Project EDU2012-34140) and European Regional Development Fund (Project GR15009 of Govern of Extremadura).

Author information

Authors and Affiliations

  1. Department of Science and Mathematics Education, Training Teaching School, University of Extremadura, Avd. de la Universidad s/n, Cáceres, Spain

    Jin Su Jeong & David González-Gómez

  2. Department of Graphic Expression, University of Extremadura, Calle Santa Teresa de Jornet 38, Mérida, Spain

    Jin Su Jeong

  3. Department of Science and Mathematics Education, Education School, University of Extremadura, Avd. de Elvas s/n, Badajoz, Spain

    Florentina Cañada-Cañada

Authors
  1. Jin Su Jeong
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. David González-Gómez
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Florentina Cañada-Cañada
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to David González-Gómez.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jeong, J.S., González-Gómez, D. & Cañada-Cañada, F. Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom. J Sci Educ Technol 25, 747–758 (2016). https://doi.org/10.1007/s10956-016-9630-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-016-9630-8

Keywords

Search

Navigation