Flipping your classroom: Is now the time? Lessons learned from a 2nd year research methods course
Session Type
Presentation
Room
Physics and Astronomy, room 117
Start Date
17-7-2025 3:00 PM
End Date
17-7-2025 3:30 PM
Keywords
flipped classroom, learning approach, scientific literacy
Primary Threads
Teaching and Learning Science
Abstract
A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance scientific literacy (SL) skill development, which is critical in the life sciences. SL is an individual’s ability to utilize and apply scientific knowledge in real-world settings. We recently published a study examining the impact of a flipped classroom on SL skill acquisition and retention in a second-year research methods course for kinesiology students. Specifically, we used the Test of Scientific Literacy Skills to assess students’ ability to evaluate the validity of sources, understand elements of research design, create and interpret graphical information, among others.We found that SL skills increased significantly during the flipped classroom semester and were positively correlated with students’ final grade. Interestingly, SL skill retention decreased after the summer break, however, the retention of SL skills was positively correlated to learning approach, with those using a deep approach retaining SL capabilities. In this session, we will share the results of our study and provide tips and tricks for implementing a flipped classroom based on the experiences of the instructor and students. Participants will be provided with some best practices for implementing a flipped classroom approach, regardless of subject matter. This study was approved by the University of Guelph Research Ethics Board (REB#22-07-001).
Learning Outcomes:
1. Participants will understand the benefits and limitations of a flipped classroom approach.
2. Participants will leave with some strategies for implementing a flipped classroom that are applicable to any subject/discipline.
Elements of Engagement
Participants will participate in a sample in-class learning activity (no technology required).
Presenters will make available digital versions of ready to use assessments including weekly reflections and in-class learning activities.
Flipping your classroom: Is now the time? Lessons learned from a 2nd year research methods course
Physics and Astronomy, room 117
A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance scientific literacy (SL) skill development, which is critical in the life sciences. SL is an individual’s ability to utilize and apply scientific knowledge in real-world settings. We recently published a study examining the impact of a flipped classroom on SL skill acquisition and retention in a second-year research methods course for kinesiology students. Specifically, we used the Test of Scientific Literacy Skills to assess students’ ability to evaluate the validity of sources, understand elements of research design, create and interpret graphical information, among others.We found that SL skills increased significantly during the flipped classroom semester and were positively correlated with students’ final grade. Interestingly, SL skill retention decreased after the summer break, however, the retention of SL skills was positively correlated to learning approach, with those using a deep approach retaining SL capabilities. In this session, we will share the results of our study and provide tips and tricks for implementing a flipped classroom based on the experiences of the instructor and students. Participants will be provided with some best practices for implementing a flipped classroom approach, regardless of subject matter. This study was approved by the University of Guelph Research Ethics Board (REB#22-07-001).
Learning Outcomes:
1. Participants will understand the benefits and limitations of a flipped classroom approach.
2. Participants will leave with some strategies for implementing a flipped classroom that are applicable to any subject/discipline.