Experiences with Flipped Classroom Methodology in US High School Chemistry Courses: Lessons Learned from Action Research Projects

• Sarah B. Boesdorfer ^[1] ; Stacie M. Anderson ^[2] ; Jessie A. Botello ^[3] ; Katherine E. Webb ^[4] ; DeLora Mowery ^[5] ; Brandon M. Daughety ^[6] ; Maricar Maxine Harris ^[7]
  1. [1] Illinois State University

     Illinois State University

     Township of Normal, Estados Unidos

     
  2. [2] Unity High School, United States
  3. [3] Cretin-Derham Hall, United States
  4. [4] Destinations Career Academy of Georgia, United States
  5. [5] Yukon High School, United States
  6. [6] Cabot High School, United States
  7. [7] Wichita Collegiate School, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 6, 2023, págs. 2096-2104
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Especially since the Covid-19 pandemic when teachers might have found or created videos for students to watch, flipped classroom methodology has interested many secondary-level chemistry teachers. However, as the secondary coauthor teachers here found, most of the research on the effectiveness of flipped classroom methodology has been performed at the collegiate level. To help fill this gap, six high school teachers from different schools present their research and experience with flipped classroom methodologies in their classes. Taken as a collective, their research, aligning with previous research, suggests that there likely will not be gains on exam scores or course grades for high school students when a classroom is “flipped”, but there are other positive reasons that flipped classroom methodology might be a useful tool in the secondary-level chemistry classroom.