Inquiry-Based Learning through a Partially-Flipped Classroom

The Next Generation Science Standards (NGSS) expect teachers to teach through inquiry-based instruction, helping students develop a deeper understanding of science through more hands-on learning. However, many teachers did not experience inquiry-based science courses in their teacher preparation programs. To better prepare K-8 science teachers, we revised an undergraduate introductory biology course to incorporate aspects of the three-dimensional learning as expected by the NGSS. This project reports on the outcomes of the lecture redesign, which utilized a “partially-flipped” approach that integrated the “disciplinary core ideas” and “scientific practices” dimensions of the NGSS. Differences in content learning outcomes, understanding of inquiry-based instruction, and attitudes toward science are explored between the partially-flipped (n=82) vs. non-flipped (n=64) design; and insight is offered into whether the use of flipped instructional designs to gain more class time for in-class group activities is an effective trade-off. Our results provide evidence in support of the use of a partially-flipped approach on developing a deeper understanding of content matter, demonstrated here through increased exam essay scores, and reflections of positive attitudes towards inquiry-based pedagogical methods.