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Journal of Science Education and Technology

, Volume 25, Issue 3, pp 450–459 | Cite as

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

  • David González-Gómez
  • Jin Su Jeong
  • Diego Airado Rodríguez
  • Florentina Cañada-Cañada
Article

Abstract

“Flipped classroom” teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students’ performance and perception of this new methodology. This study 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) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the “flipped classroom” methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students’ achievements and a post-task survey was also conducted to know the students’ perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

Keywords

Inverted methodology General science teaching Pre-service teacher students Teaching methodology 

Notes

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).

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Department of Science and Mathematics Education, Training Teaching SchoolUniversity of ExtremaduraCáceresSpain
  2. 2.Department of Graphic ExpressionUniversity of ExtremaduraMéridaSpain
  3. 3.Department of Science and Mathematics Education, Education SchoolUniversity of ExtremaduraBadajozSpain

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