In my two previous blog posts, we explored why Pete, Melanie and I believe critical thinking is an important aspect to undergraduate education and how we assessed whether or not flipped teaching could be used to improve critical thinking skills in our students. In this third and finsl chapter, we share the results of our study as well as other lessons we learned throgh this experience.
In part I of this blog series, we explored why Pete, Melanie, and I believe critical thinking is a vital skill that students should learn while earning an undergraduate degree. We also explained our hypothesis in which we believe that the utilization of the flipped teaching model allows us to incorporate more active learning and blended learning techniques that can enable our students to further practice and hone those skills associated with critical thinking. In this video, we explain both the differences in our three classes and how we incorporate flipped teaching; as well as our study methodology and the tools we utilized to assess whether or not flipped teaching promotes critical thinking within our students.
If you have been following along with me during my flipping journey, then you are aware of a study in which two colleagues (Dr. Melanie Styers and Dr. Pete Van Zandt) and I wanted to assess whether or not flipped teaching promoted critical thinking within our students... but instead of me writing about it, we thought, in good flipped teaching manner, we would make some short videos to describe our project.. here is video one which describes who we are, and why we think critical thinking is important:
Please stay tuned for part II, which describes the mechanics of our project.
As an educator, researcher, wife and mother, I am dedicated to developing and assessing innovations in chemistry education, medical diagnostics, and the biophysical characterization of non-helical DNA structures found in the non-coding regions of the genome.