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

有大量证据表明，许多积极吸引学生的科学教学方法比传统的教学方法更有效（即，在这种情况下，学生通常是被动的。然而，在我们的知识中，对于特定环境最有效的主动学习环境的类型存在差距。这个在雷曼学院和纽约（CUNY）亨特学院的改进本科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：翻转课堂格式和互动讲座格式。在翻转课堂形式中，学生通过回顾学习目标和观看课程教师开发的视频内容来学习课堂外的新内容，并在教师的指导下将他们的时间花在课堂上精炼和应用他们的知识来解决化学问题。在互动式讲座形式中，学生听15-20分钟的简短讲座，然后是同伴指导课程，学生回答教师提出的问题（使用称为点击器的个人反应系统），并与同伴讨论。这两种形式都旨在让学生更深入地学习化学和发展技能，例如与传统的讲座形式相比，监控他们的思维。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，并与纽约市立大学教育高级研究中心主任合作，研究和比较这两种主动学习模式的有效性，有助于更好地理解翻转课堂和互动讲座的有效性为了提高学生的学习和元认知能力，研究人员将进行两种类型的研究。首先，研究人员将分析亨特学院普通化学以前实施的档案数据，包括学生考试成绩和课程完成率，并比较两种主动学习形式的结果。第二，项目团队将进行新的功效研究，其中在亨特学院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讲座形式。项目团队将分析学生在形成性和总结性评估方面的表现数据，并调查特定群体的学生是否使用翻转课堂或互动讲座形式学习得更好。此外，研究人员还将探讨学生的元认知和自我调节行为随时间变化的程度。最后，他们将检查学生使用在线作业和视频资源，并确定这些是如何与学生学习。纽约市立大学亨特学院和雷曼学院的学生群体在许多方面的多样性，也是西班牙裔服务机构，使他们成为研究不同主动学习形式对各种学生的有效性的绝佳背景。这项研究的结果预计将告知科学教师的有效性和最佳实践与两种流行的主动学习格式，并有助于本科科学课程的教学设计原则的发展。

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.