Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention
The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledg...
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| Format: | Article |
| Language: | English |
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Wiley
2025-03-01
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| Series: | FEBS Open Bio |
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| Online Access: | https://doi.org/10.1002/2211-5463.13938 |
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| author | Elaina B. K. Brendel Ala Alzubi Shrujan Rai Christine Mariathasan Laelie A. Snook Jennifer M. Monk |
| author_facet | Elaina B. K. Brendel Ala Alzubi Shrujan Rai Christine Mariathasan Laelie A. Snook Jennifer M. Monk |
| author_sort | Elaina B. K. Brendel |
| collection | DOAJ |
| description | The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second‐year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = −0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self‐regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention. |
| format | Article |
| id | doaj-art-3458a972db9b4ddd84e5cfad733872c1 |
| institution | OA Journals |
| issn | 2211-5463 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Wiley |
| record_format | Article |
| series | FEBS Open Bio |
| spelling | doaj-art-3458a972db9b4ddd84e5cfad733872c12025-08-20T01:57:32ZengWileyFEBS Open Bio2211-54632025-03-0115349050510.1002/2211-5463.13938Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retentionElaina B. K. Brendel0Ala Alzubi1Shrujan Rai2Christine Mariathasan3Laelie A. Snook4Jennifer M. Monk5Department of Human Health and Nutritional Sciences University of Guelph CanadaDepartment of Human Health and Nutritional Sciences University of Guelph CanadaDepartment of Human Health and Nutritional Sciences University of Guelph CanadaDepartment of Human Health and Nutritional Sciences University of Guelph CanadaDepartment of Human Health and Nutritional Sciences University of Guelph CanadaDepartment of Human Health and Nutritional Sciences University of Guelph CanadaThe development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second‐year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = −0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self‐regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention.https://doi.org/10.1002/2211-5463.13938flipped classroomlearning approachscientific literacyskill retention |
| spellingShingle | Elaina B. K. Brendel Ala Alzubi Shrujan Rai Christine Mariathasan Laelie A. Snook Jennifer M. Monk Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention FEBS Open Bio flipped classroom learning approach scientific literacy skill retention |
| title | Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention |
| title_full | Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention |
| title_fullStr | Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention |
| title_full_unstemmed | Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention |
| title_short | Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention |
| title_sort | using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention |
| topic | flipped classroom learning approach scientific literacy skill retention |
| url | https://doi.org/10.1002/2211-5463.13938 |
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