This paper analyzed science flipped classroom studies in K-12 and higher education settings. In this review, we examined the overall effects of the flipped classroom on students’ cognitive learning outcomes compared to non-flipped classroom in science education. We identified the pre-and in-class activities that help enhance students’ cognitive learning outcomes. This meta-analysis contains 45 comparison studies and indicates an overall significant medium effect favoring the flipped classroom than the non-flipped classroom regarding students’ cognitive learning outcomes (Hedge’s g = 0.53, SE = 0.09, p < .001, 95% CI [0.36, 0.71]). However, due to potential publication bias, after trim-and-fill the overall mean effect size adjusted from 0.53 to 0.15. Based on the moderator analysis results, it is shown that providing multimedia in learning, in-class review, and in-class individual activities have a larger effect size in enhancing students’ cognitive learning outcomes. We then proposed three practices to guide teachers in implementing these activities accordingly. Copyright © 2022 IEEE.
|Title of host publication||Proceedings of 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2022)|
|Place of Publication||Danvers, MA|
|ISBN (Print)||9781665491174, 9781665491181|
|Publication status||Published - 2022|