In flipped classrooms, students learn course content by watching flipped lessons (videos) outside of class time. During class, instructors guide learning by answering questions, facilitating projects, and fostering relationships with students. Although flipped classrooms are gaining popularity in secondary school settings, most research is performed with college-age samples. In this study, we compared two sections of a summer-based cognitive neuroscience course for academically talented youth: a flipped class and a class with traditional face-to-face instruction. Measures of academic achievement did not differ between the classes. The flipped class spent more time watching and re-watching lessons than the traditional class spent reading texts. Students rated organization, clarity, and enjoyment significantly higher in the traditional class. Despite these findings, the majority of students in both classes requested flipped lessons in the future. These results can inform how to flip classrooms for highly motivated secondary school students.

中文翻译：

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为有学识的学生翻转课堂

在翻转课堂中，学生通过在课余时间观看翻转课程（视频）来学习课程内容。在课堂上，教师通过回答问题、促进项目和培养与学生的关系来指导学习。尽管翻转课堂在中学环境中越来越受欢迎，但大多数研究都是针对大学年龄样本进行的。在这项研究中，我们比较了针对学术天才青年的暑期认知神经科学课程的两个部分：翻转课堂和传统面对面教学的课程。学业成绩的衡量标准在班级之间没有差异。翻转课堂比传统课堂花在阅读文本上的时间更多地观看和重新观看课程。在传统课堂中，学生对组织性、清晰度和乐趣的评价要高得多。尽管有这些发现，但两个班级的大多数学生都要求将来进行翻转课程。这些结果可以告知如何为积极性高的中学生翻转课堂。