Including Inquiry-Based Learning in a Flipped Class

Abstract

Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own, both styles emphasize active learning and critical thinking through activities such as group work and presentations while minimizing lectures. In this article, I discuss ways that the two teaching styles can complement each other and be implemented concurrently, with some examples from my flipped calculus II course. Throughout this discussion the focus remains on ways to keep students engaged and how to instill deep content knowledge.

Keywords:

• Flipped
• inquiry based
• calculus II

Additional information

Notes on contributors

Mindy Capaldi

Mindy Capaldi attended Georgetown College in Georgetown, KY before moving on to graduate school at North Carolina State University in Raleigh, NC. Although she studied algebraic topology for her dissertation, Mindy’s interests now include mathematics education and the scholarship of teaching and learning. She likes to think about how to be a better teacher and bounce those ideas off of her husband, Professor Alex Capaldi. When not contemplating work, Mindy is usually reading or playing with her son, Henry.