Georgia Journal of Science

Article Title

Implementing a Flipped Learning Environment in General Biology 1**


Evidence suggest that a carefully-implemented flipped classroom promotes learning and engagement in STEM classes. A General Biology 1 class was partially flipped, posting voiceover recordings of half of the course content. Flipped module topics included molecular structure, properties of water, characteristics of life, cellular properties, molecular inheritance, and macromolecules. During class, students actively applied the integral course concepts through problem-solving modules, small group discussions, and extrapolated problem sets. Targeted questions in student evaluations as well as student progression benchmarks were used to evaluate the effectiveness of the partially-flipped course.

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