Flipping STEM

Adrienne Williams, Zhiru Sun, Kui Xie, Esteban Garcia, Iryna Ashby, Marisa Exter, David Largent, Paul Lu, Duane Szafron, Sadaf Ahmed, Tracy Onuczko, Jacqueline Smith, Dirk T. Tempelaar, Kelsey S. Bitting, Alison Olcott Marshall, Erik Christensen, Hungwei Tseng, Joseph Walsh

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic


This chapter contains case studies from stem content areas. Case studies in this chapter focus on the concept of discovery learning, incorporate constructivist principles, but also constructionist theories. Several cases reference the tradition of apprenticeship and research that shows the value of project work as a means to highlight the iterative nature of design, while maximizing in-class time with active learning through collaborative activities and personalized instruction. Each case study opens with the instructional context and a rationale for flipping the classroom. The case-study authors also describe the structure of the course, as well as descriptions about how they prepared their students for flipping, and an evaluation of the flipping experience from both the instructor and student perspectives.
Original languageEnglish
Title of host publicationThe Flipped College Classroom
Subtitle of host publicationConceptualized and Re-Conceptualized (Part II)
EditorsLucy Santos Green, Jennifer R. Banas, Ross A. Perkins
ISBN (Electronic)978-3-319-41855-1
ISBN (Print)978-3-319-41853-7
Publication statusPublished - 2017

Publication series

SeriesEducational Communications and Technology: Issues and Innovations

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