Evaluating Whether Flipped Classrooms Improve Student Learning in Science Education: A Systematic Review and Meta-Analysis

Autor/in	Turan, Zeynep
Titel	Evaluating Whether Flipped Classrooms Improve Student Learning in Science Education: A Systematic Review and Meta-Analysis
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turan, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1983868
Schlagwörter	Flipped Classroom; Program Effectiveness; Science Education; Teaching Methods; Learning Activities; Research Methodology; Geographic Location; Courses; Periodicals; Science Achievement; Foreign Countries; Elementary Secondary Education; United States; Spain; Turkey; Australia + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Research method; Forschungsmethode; Kursangebot; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Ausland; USA; Spanien; Türkei; Australien
Abstract	This study aims to determine the effectiveness of flipped classrooms in science education through the use of systematic review and meta-analysis. A total of 64 studies were analyzed by scanning the following databases: Web of Science, Eric, Taylor & Francis, and Education Full Text (EBSCO). Of the studies analyzed, 18 were selected for meta-analysis. Since the first study publication in 2013, the use of flipped classroom method in science education has since become prevalent. This study reveals that quantitative approaches were used as a principal research method, university students were preferred as primary participants, and that the studies reviewed mainly examined classrooms in the context of chemistry courses. As a result of meta-analysis, a meaningful effect size pertaining to student achievement was revealed, which showed favor towards the use of flipped classrooms (Hedges' g = 0.625, 95% CI [0.342, 0.908], p < 0.001). (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01