Collaborative Research: Assessing the Impacts of the Flipped Classroom Environment on Student Learning and Motivation in Chemistry

近年来，被称为“翻转”的教学模式变得非常流行，越来越多的教师采用这种模式教授大学科学、技术、工程和数学(STEM)课程。该项目将翻转教学定义为将学生在课外观看的视频讲座作为主要的内容传递方式，并在课堂时间内实施促进问题解决和其他积极的小组活动。这种翻转的学习环境已经被证明在一些研究中提高了学生的表现。然而，目前与这一教学模式相关的证据基础相当有限。因此，本研究试图在不同类型的高校开设普通化学课程的背景下，更好地理解翻转学习环境、学生学习结果与学生学习动机各方面之间的联系。由于翻转学习依赖于学生的自我指导行为，特别是在课外获取内容知识，为参与积极的小组学习环境做准备，调查个人和课程相关因素如何支持学生动机对于理解翻转课堂环境对增强本科生STEM学习的潜力至关重要。这项由一名化学教育研究人员和一名教育心理学家领导的NSF改善本科生STEM教育(IUSE：EHR)合作项目将应用成就动机的期望价值模型，在多所高校的普通化学课堂中考察翻转学习环境和学生动机之间的复杂动态。除了衡量学生在一段时间内对翻转化学学习的期望值和与任务相关的价值观的变化外，这些调查还将考虑学生未来的自我调节和他们对学习环境中自主性的感知等变量。由于翻转学习模式允许教师灵活地组织他们的课程，第一阶段将调查一系列机构的各种翻转普通化学课程，目的是确定翻转化学课程的共同特征，以及这些共同特征如何影响学生的动机和学习。数据来源将包括课堂观察和人工制品，教师和学生的访谈，动机前后的调查，以及对学生化学学习的评估。第一阶段关于支持学生动机和学习的要素组合的结果将被用来选择一组较小的机构和教师，以便在课程内和课程之间对学生的学习和动机进行比较。在这一阶段，项目组还将调查STEM和不同院校类型中代表性不足的学生受到的影响的公平性。因此，该项目有望显著增强在本科STEM教育中使用翻转课堂环境的证据基础，并为现在和未来使用翻转教学模式的许多STEM教育工作者提供有效实施的指导。

In recent years, the instructional model referred to as "flipped" has become very popular, with a steady rise in faculty adopting the model to teach college science, technology, engineering, and mathematics (STEM) courses. This project defines flipped instruction as involving video lectures viewed by students outside of class time as the main mode of content delivery, and the implementation of facilitated problem solving and other active group activities during class time. Such flipped learning environments have been shown to improve students' performance in some studies. However, the evidence base related to this teaching model is currently quite limited. Therefore, this project seeks to better understand the connections between flipped learning environments, student learning outcomes and various aspects of students' academic motivation in the context of general chemistry courses at different types of colleges and universities. Since flipped learning relies on students' self-directed behaviors, in particular acquiring content knowledge outside of class in preparation for participation in active group learning environments, investigating how personal and course-related factors may support student motivation is paramount to understanding the potential of flipped classroom environments for enhanced undergraduate STEM learning.This NSF Improving Undergraduate STEM Education (IUSE: EHR) collaborative project, led by a chemistry education researcher and an educational psychologist, will apply the expectancy-value model of achievement motivation to examine the complex dynamic between flipped learning environments and student motivation within general chemistry classrooms at multiple institutions of higher learning. In addition to measuring the changes in student expectancies and task-related values over a term of exposure to flipped chemistry learning, these investigations will account for variables such as a students' incoming self-regulation and their perception of autonomy in the learning environments. Since the flipped learning model allows instructors flexibility in structuring their courses, phase one will investigate a variety of flipped general chemistry courses at a range of institutions, with the goal of identifying common features of flipped chemistry courses and how these affect students' motivation and learning. Data sources will include classroom observations and artifacts, teacher and student interviews, pre- and post-motivation surveys, and assessments of students' learning of chemistry. The results of phase one regarding the combination of elements shown to support student motivation and learning will then be used to select a smaller set of institutions and instructors to conduct within and across course comparisons of student learning and motivation. During this phase, the project team will also investigate the equity of impacts for students underrepresented in STEM and across different institution types. Thus, the project is expected to significantly enhance the evidence base with respect to the use of flipped classroom environments in undergraduate STEM education and provide guidance regarding effective implementation for the many STEM educators who use flipped instructional models now and in the future.