Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorKennedy, Rodney Merleen
dc.description.abstractIn 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.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshHigh school studentsen
dc.subject.lcshFlipped classroomsen
dc.subject.lcshActive learningen
dc.titleThe flipped classroom model in an introductory astronomy courseen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Rodney Merle Kennedyen, Graduate Committee: Kate Solberg; C. John Graves.en Programs for Science Education.en Paperen

Files in this item


This item appears in the following Collection(s)

Show simple item record

MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.