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

doi:10.1007/978-3-319-41855-1_8

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

QE Econometrics

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

Abstract

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 language	English
Title of host publication	The Flipped College Classroom
Subtitle of host publication	Conceptualized and Re-Conceptualized (Part II)
Editors	Lucy Santos Green, Jennifer R. Banas, Ross A. Perkins
Publisher	Springer
Chapter	8
Pages	149-186
ISBN (Electronic)	978-3-319-41855-1
ISBN (Print)	978-3-319-41853-7
DOIs	https://doi.org/10.1007/978-3-319-41855-1_8
Publication status	Published - 2017

Publication series

Series	Educational Communications and Technology: Issues and Innovations

Access to Document

10.1007/978-3-319-41855-1_8

Cite this

Williams, A., Sun, Z., Xie, K., Garcia, E., Ashby, I., Exter, M., Largent, D., Lu, P., Szafron, D., Ahmed, S., Onuczko, T., Smith, J., Tempelaar, D. T., Bitting, K. S., Olcott Marshall, A., Christensen, E., Tseng, H., & Walsh, J. (2017). Flipping STEM. In L. Santos Green, J. R. Banas, & R. A. Perkins (Eds.), The Flipped College Classroom: Conceptualized and Re-Conceptualized (Part II) (pp. 149-186). Springer. https://doi.org/10.1007/978-3-319-41855-1_8

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title = "Flipping STEM",

abstract = "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.",

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

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year = "2017",

doi = "10.1007/978-3-319-41855-1_8",

language = "English",

isbn = "978-3-319-41853-7",

series = "Educational Communications and Technology: Issues and Innovations",

publisher = "Springer",

pages = "149--186",

editor = "{Santos Green}, Lucy and Banas, {Jennifer R.} and Perkins, {Ross A.}",

booktitle = "The Flipped College Classroom",

address = "United States",

}

Williams, A, Sun, Z, Xie, K, Garcia, E, Ashby, I, Exter, M, Largent, D, Lu, P, Szafron, D, Ahmed, S, Onuczko, T, Smith, J, Tempelaar, DT, Bitting, KS, Olcott Marshall, A, Christensen, E, Tseng, H & Walsh, J 2017, Flipping STEM. in L Santos Green, JR Banas & RA Perkins (eds), The Flipped College Classroom: Conceptualized and Re-Conceptualized (Part II). Springer, Educational Communications and Technology: Issues and Innovations, pp. 149-186. https://doi.org/10.1007/978-3-319-41855-1_8

Flipping STEM. / Williams, Adrienne; Sun, Zhiru; Xie, Kui et al.
The Flipped College Classroom: Conceptualized and Re-Conceptualized (Part II). ed. / Lucy Santos Green; Jennifer R. Banas; Ross A. Perkins. Springer, 2017. p. 149-186 (Educational Communications and Technology: Issues and Innovations).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

TY - CHAP

T1 - Flipping STEM

AU - Williams, Adrienne

AU - Sun, Zhiru

AU - Xie, Kui

AU - Garcia, Esteban

AU - Ashby, Iryna

AU - Exter, Marisa

AU - Largent, David

AU - Lu, Paul

AU - Szafron, Duane

AU - Ahmed, Sadaf

AU - Onuczko, Tracy

AU - Smith, Jacqueline

AU - Tempelaar, Dirk T.

AU - Bitting, Kelsey S.

AU - Olcott Marshall, Alison

AU - Christensen, Erik

AU - Tseng, Hungwei

AU - Walsh, Joseph

N1 - no data used

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N2 - 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.

AB - 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.

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