The flipped classroom model in an introductory astronomy course

Abstract

In higher education presentation of science content to students has traditionally been through lecture. Lecture, or direct instruction, is a very passive mode of learning for students. This study investigated whether the flipped classroom model of instruction is effective in improving student engagement and achievement in an introductory high school astronomy course. Students were surveyed and interviewed about their feelings of engagement in previous science classes as well as their feelings about the flipped classroom model. Achievement was measured using the Astronomy Diagnostic Test prior to and following the course and a comparison of the treatment semester to the previous four classes in the areas of assignments, quizzes and labs.