Flipping Method and the Flipped Classroom Model in a Science Classroom

by Elizabeth Siebold

“The flipping method and flipped classrooms are becoming more popular in classrooms of all ages across the country. Written in the style of an auto-ethnography, this study examines the effects of these modes of teaching on the students of an undergraduate organic chemistry course. The research explores the impacts on the learning culture of this classroom and discusses the potential implications of these effects on science classrooms at a secondary level…”