Flipping the STEM Classroom: Pilot Study Findings

Mark A. Brown; Melissa Edwards; Ilham Alshiraihi; Gillian Bowser

doi:10.15520/sslej.v1i12.18

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Articles | Open Access

Vol. 1 No. 12 (2016) | Page No.: | https://doi.org/10.15520/sslej.v1i12.18

Flipping the STEM Classroom: Pilot Study Findings

Mark A. Brown⁺⁻
Melissa Edwards⁺⁻
Ilham Alshiraihi⁺⁻
Gillian Bowser⁺⁻

Institute for Learning and Teaching, Colorado State University, Fort Collins, CO, USA

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Mark A. Brown

Department of Clinical Sciences, Colorado State University, Fort Collins, CO, USA

Institute for Learning and Teaching, Colorado State University, Fort Collins, CO, USA

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Melissa Edwards

Cell and Molecular Biology Program, Colorado State University, Fort Collins, CO, USA

Institute for Learning and Teaching, Colorado State University, Fort Collins, CO, USA

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Ilham Alshiraihi

Institute for Learning and Teaching, Colorado State University, Fort Collins, CO, USA

Natural Resource Ecology Laboratory, Colorado State University, Fort Collins, CO, USA

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Gillian Bowser

Natural Resource Ecology Laboratory, Colorado State University, Fort Collins, CO, USA

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Published: 2017-01-05

Abstract

In the past decade, an increasing body of STEM education research has emphasized the need to address the diverse learning needs of science, technology, engineering, and mathematics (STEM) students in higher education. Yet, the majority of STEM classes throughout the world still rely upon a traditional lecture format that reaches only a subset of student learning styles. As a result, many students struggle to master the complex material in STEM courses which often leads to lower academic performance and/or higher rates of attrition.The Flipped Classroom Model in STEM education has been widely documented for its ability to better engage broad audiences of students with diverse learning needs.We have implemented this model in courses in molecular biology, ecology, introductory microbiology, field research methods, and biotechnology. Overall, student performance was significantly higher in courses in which our flipped classroom innovations were implemented. Herein, we present preliminary findings of our pilot flipped classroom studies.

Copyrights & License

Copyright © 2017 . Mark A. Brown, Melissa Edwards, Ilham Alshiraihi, Gillian Bowser, this is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.