Graduate Program
Natural Sciences
Degree Name
Master of Science (MS)
Semester of Degree Completion
2013
Thesis Director
James Conwell
Thesis Committee Member
Andrew Methven
Thesis Committee Member
Steven Daniels
Abstract
Concentration in Physical Science
The idea behind "flipping the classroom" is that standard lecture can be sent home with students to view and take notes. Class time that had traditionally been used for presenting lecture information can then be used by the teacher for different teaching methods in class. These teaching methods support what was seen in a video (i.e., screencast) and allows students an opportunity to develop a better understanding of the concepts viewed the night before. During class time the teacher can work individually with students, thus increasing personal contact time between teacher and student. Videos also allow students to access lecture material and sample problems wherever and whenever they want providing different opportunities for review and to improve understanding. Flipping the classroom should allow students to use class time more efficiently and improve their results on assessments used in class. Using this method, students should have more time for problem solving in groups and teachers are able to use the Socratic questioning method to help students develop different problem solving techniques. Laboratory activities and simulations were also designed to help students better visualize and actively engage in course material. In this study a full-fledged modeling methodology was implemented rather than the partial modeling methodology used in previous studies. It evaluated the 2011-2012 academic year using the traditional model (all information presented in class) and the 2012-2013 academic year using the flipped model. The same unit tests were used to compare these two years of different teaching models. To better understand of the overall affect, the flipped model was compared to several years of the Force Concept Inventory (FCI) assessment, a national test used in modeling methodology.
Recommended Citation
Zownorega, Stephen J., "Effectiveness Of Flipping The Classroom In A Honors Level, Mechanics-Based Physics Class" (2013). Masters Theses. 1155.
https://thekeep.eiu.edu/theses/1155
