ABSTRACT

One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on flipped classrooms in formal, K-16 science and maths classrooms to understand theoretical underpinnings leading to different approaches to flipped classrooms and the impact of flipped classrooms on student learning in science and maths classrooms. The selected studies were qualitatively analysed, and the results showed that: (1) there is more published literature on the flipped classroom identified in post-secondary science and mathematics classrooms, (2) the design of the flipped classroom is rarely grounded in theoretical frameworks especially in science classrooms, and (3) the flipped classroom has an overall positive effect on students’ science and maths learning. This study highlights the importance of using explicit theoretical frameworks aligned with contemporary learning theories to guide the design, implementation, and evaluation of the flipped classroom. Additionally, there is a need for future research to utilise design-based methodologies to maximise the positive impact of the flipped classroom on student learning.

摘要

翻转课堂是对向以学生为中心和主动学习方法的教学转变以促进学生在 STEM 中学习的一种回应。然而，翻转课堂的设计和实施及其对学生学习的影响一直存在不一致。本综述系统地分析了 30 项关于正式、K-16 科学和数学课堂翻转课堂的实证研究，以了解导致翻转课堂不同方法的理论基础，以及翻转课堂对科学和数学课堂学生学习的影响。对选定的研究进行了定性分析，结果表明：（1）在大专科学和数学课堂中发现的翻转课堂文献较多，(2) 翻转课堂的设计很少基于理论框架，尤其是在科学课堂中，(3) 翻转课堂对学生的科学和数学学习具有整体积极的影响。本研究强调了使用与当代学习理论相一致的明确理论框架来指导翻转课堂的设计、实施和评估的重要性。此外，未来的研究需要利用基于设计的方法来最大限度地发挥翻转课堂对学生学习的积极影响。本研究强调了使用与当代学习理论相一致的明确理论框架来指导翻转课堂的设计、实施和评估的重要性。此外，未来的研究需要利用基于设计的方法来最大限度地发挥翻转课堂对学生学习的积极影响。本研究强调了使用与当代学习理论相一致的明确理论框架来指导翻转课堂的设计、实施和评估的重要性。此外，未来的研究需要利用基于设计的方法来最大限度地发挥翻转课堂对学生学习的积极影响。