Investigating Student Learning and Metacognition in Flipped Classroom and Interactive Lecture Environments in General Chemistry

有大量证据表明，许多积极吸引学生参与的科学教学方法比传统的说教教学方法(即讲课)更有效，因为在传统教学方法中，学生通常是被动的。然而，关于哪种类型的积极学习环境对特定环境最有效，我们的知识存在差距。这项由纽约城市大学雷曼学院和亨特学院联合开展的改善本科生STEM教育(IUSE)项目将调查化学学生在两种不同的主动学习环境中的学习情况：翻转课堂形式和互动讲课形式。在翻转课堂模式中，学生通过复习学习目标和观看课程教师开发的视频内容，在课堂外学习新内容，并在教师的指导下，在课堂上提炼和应用他们的知识解决化学问题。在互动授课形式中，学生听15-20分钟的简短讲座，然后是同伴指导会议，在同伴指导会议中，学生回答讲师提出的问题(使用称为点击器的个人回应系统)并与他们的同伴讨论。与传统的授课形式相比，这两种形式的目的都是让学生更深入地学习化学并发展技能，如监督他们的思维。亨特学院和雷曼学院的化学教师将利用他们在过去五年中为不同学生群体开发和实施这些普通化学课程的经验，并与纽约大学教育高级研究中心主任合作，研究并比较这两种主动学习形式的有效性。为了更好地理解翻转课堂和互动讲座形式在提高学生学习和元认知方面的有效性，调查人员将进行两种类型的研究。首先，调查人员将分析亨特学院普通化学之前实施的档案数据，包括学生考试成绩和课程完成率，并比较两种主动学习模式的结果。其次，项目团队将进行新的功效研究，在亨特和雷曼学院学习普通化学的学生将被随机分配到翻转课堂或互动授课形式。该项目团队将分析形成性和终结性评估的学生水平表现数据，并调查特定的学生群体是否使用翻转课堂或互动授课形式学习更好。此外，调查人员还将探索学生的元认知和自我监控行为随着时间的推移而发生变化的程度。最后，他们将检查学生使用在线作业和视频资源的情况，并确定这些与学生学习的关系。纽约州立大学亨特和雷曼学院的学生群体在许多方面都很多样化，这两所学院也是为拉美裔服务的机构，这使它们成为研究不同主动学习模式对各种学生的有效性的绝佳环境。这项研究的结果有望让理科教师了解两种流行的主动学习模式的有效性和最佳实践，并有助于制定本科理科课程的教学设计原则。

There is substantial evidence that many science teaching methods that actively engage students are more effective than traditional, didactic teaching methods (i.e., lecturing), in which students are typically passive. However, there are gaps in our knowledge regarding the types of active learning environments that are most effective for particular contexts. This Improving Undergraduate STEM Education (IUSE) project at Lehman College and Hunter College of the City University of New York (CUNY) will investigate chemistry students' learning in two different active-learning environments: a flipped classroom format and an interactive lecture format. In the flipped classroom format, students learn new content outside of the classroom by reviewing learning objectives and viewing video content developed by course instructors, and spend their time in the classroom refining and applying their knowledge to chemistry problems under the guidance of the instructor. In the interactive lecture format, students listen to short lectures of 15-20 minutes followed by peer instruction sessions in which students answer questions posed by the instructor (using personal response systems known as clickers) and discuss them with their peers. These two formats both aim to engage students more deeply in learning chemistry and developing skills such as monitoring their thinking as compared with traditional lecture formats. Chemistry faculty at Hunter College and Lehman College will leverage their experiences developing and implementing these general chemistry courses with diverse student populations over the last five years, and collaborate with CUNY's Director of the Center for Advanced Study in Education, to study and compare the effectiveness of these two active learning formats.To contribute to a better understanding of the effectiveness of flipped classroom and interactive lecture formats for enhancing student learning and metacognition, the investigators will conduct two types of studies. First, investigators will analyze archival data from previous implementations in general chemistry at Hunter College, including student exam performance and course completion rates, and compare the results across the two active learning formats. Second, the project team will conduct new efficacy studies in which students taking general chemistry at both Hunter and Lehman Colleges will be randomly assigned to a flipped classroom or interactive lecture format. The project team will analyze student-level performance data on both formative and summative assessments and, investigate whether particular cohorts of students learn better using a flipped classroom or interactive lecture format. In addition, the investigators will explore the extent to which students' metacognitive and self-regulatory behaviors change over time for each format. Finally, they will examine students' use of online homework and video resources, and determine how these are related to student learning. The diversity of the student populations across many dimensions at Hunter and Lehman Colleges of CUNY, which are also Hispanic-serving institutions, makes them excellent contexts in which to study the effectiveness of different active-learning formats for a variety of students. The results of this research are expected to inform science faculty members about the effectiveness and best practices associated with two popular active-learning formats, and to contribute to the development of instructional design principles for undergraduate science courses.