ERIC Number: EJ1011743
Record Type: Journal
Publication Date: 2013-May
Reference Count: 27
Case Study: Case Studies and the Flipped Classroom
Herreid, Clyde Freeman; Schiller, Nancy A.
Journal of College Science Teaching, v42 n5 p62-67 May 2013
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue discusses the positive and negative aspects of the "flipped classroom." In the flipped classroom model, what is normally done in class and what is normally done as homework is switched or flipped. Instead of students listening to a lecture in class and then going home to work on a set of assigned problems, they read material and view videos on genetics before coming to class and then engage in class in active learning using case studies, labs, games, simulations, or experiments. A guiding principle of the flipped classroom is that work typically done as homework (e.g., problem solving, essay writing) is better undertaken in class with the guidance of the instructor. Listening to lectures or watching videos is better accomplished at home. Hence the term "flipped" or "inverted classroom."
Descriptors: Case Studies, Instructional Innovation, Teaching Methods, Classroom Techniques, Multimedia Materials, Multimedia Instruction, STEM Education, Educational Strategies, Educational Technology, Homework
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: firstname.lastname@example.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A