Investigating the efficacy of a flipped science classroom model

Abstract

An introductory honors level high school biology course was used to implement a flipped classroom model in the topic of biochemistry. Ten-minute lecture videos were recorded and collaborative work was completed during class. Surveys and questionnaires were used to collect data about student preference. The results indicate that students enjoyed their class more and learning biochemistry in this way was preferable to the traditional in-class lecture format.