Findings and implications of flipped science learning research: A review of journal publications

ABSTRACT

With reference to the Technology-based Learning model for flipped classrooms, a literature review on Social Sciences Citation Index (SSCI) papers published in the Web of Science (WOS) database was conducted, with the application of flipped learning in science education as the research topic. The study analyzed the existing research on author nationalities, application domains, research methods, participants, learning strategies, and research issues. Based on the analysis data, starting from 2015, there have been a large number of flipped classroom studies in science education. The studies were mainly from the United States; the application domains were mostly chemistry, physics, biology, and natural science and ecology. Over half of the studies adopted quantitative methods, and participants were mainly college students. In the before-class stage, the flipped classroom studies in science education mainly adopted instructional videos as the learning materials and used online learning systems as the medium for materials and online discussion. In the in-class stage, the major learning strategy was problem-based learning, while over half of the studies did not employ educational technology. In the after-class stage, most studies administered examinations to explore the learning outcomes. Accordingly, Potential research issues are proposed as a reference for future studies.

KEYWORDS:

• Flipped learning
• science education
• flipped classroom
• trend analysis
• literature review

Acknowledgements

This study is supported in part by the Ministry of Science and Technology of the Republic of China under contract number MOST 106-2511-S-011 -005 -MY3.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study is supported in part by the Ministry of Science and Technology of Taiwan under contract number MOST-108-2511-H-011-005-MY3.

Notes on contributors

Chun-Kuei Chen

Chun-Kuei Chen is a doctoral student at the Department of Technology Application and Human Resource Development, National Taiwan Normal University. His research interests include mobile learning, flipped classroom, competency and vocational training.

Neng-Tang Norman Huang

Neng-Tang Norman Huang is a professor at the Department of Technology Application and Human Resource Development, National Taiwan Normal University. His research interests include technology education, instruction & evaluation and human resource development.

Gwo-Jen Hwang

Gwo-Jen Hwang is a chair professor at the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology. His research interests include mobile learning, digital game-based learning, flipped classroom and AI in education.