The effect of flipped classroom videos filmed at field locations

Abstract

In this project, videos filmed at field locations were used in place of narrated slideshows in a classroom using the flipped model. Surveys were used to determine if this change had an effect on student engagement and students' views of the nature of science as well as recording behavior logs as the students viewed the videos. Data showed an increase in test scores after students viewed the field location videos, but not after students viewed the narrated slideshow videos. Additionally, there was a significant difference in survey responses for questions such as 'I space out while watching the videos' and 'I find the videos entertaining.'