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”的教学模式非常流行，采用该模式教授大学科学、技术、工程和数学（STEM）课程的教师数量稳步增加。该项目将翻转教学定义为以学生在课外观看视频讲座为主要内容传递方式，并在课堂上实施促进问题解决和其他积极的小组活动。在一些研究中，这种翻转的学习环境已被证明可以提高学生的表现。然而，目前与这种教学模式相关的证据基础相当有限。因此，本项目旨在更好地了解不同类型院校普通化学课程背景下的翻转学习环境、学生学习成果和学生学术动机各方面之间的联系。由于翻转学习依赖于学生的自我导向行为，特别是在课外获取内容知识，为参与活跃的小组学习环境做准备，因此研究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增强本科生 STEM 学习的潜力至关重要。这个 NSF 改善本科生 STEM 教育 (IUSE: EHR) 合作项目由一名化学教育研究员和一名教育心理学家领导，将应用成就动机的期望值模型来研究翻转课堂环境之间的复杂动态。多个高等教育机构普通化学课堂的学习环境和学生动机。除了测量学生在翻转化学学习期间的期望和任务相关价值观的变化之外，这些调查还将考虑诸如学生的自我调节和他们在学习环境中的自主性感知等变量。由于翻转学习模式允许教师灵活地组织课程，因此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工件、教师和学生访谈、动机前后调查以及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用于选择较小的一组机构和教师，以在课程内和课程间对学生的学习和动机进行比较。在此阶段，项目团队还将调查 STEM 和不同机构类型中代表性不足的学生的影响公平性。因此，该项目预计将显着增强本科 STEM 教育中翻转课堂环境使用的证据基础，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.