Fostering student teachers’ 21st century skills by using flipped learning by teaching in STEM education

Chak-Him Fung; Kin-Keung Poon; Siu-Ping Ng

doi:10.29333/ejmste/12728

Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education

Full Text (PDF)

Chak-Him Fung ¹ ^* , Kin-Keung Poon ¹ , Siu-Ping Ng ¹

More Detail

¹ The Education University of Hong Kong, Tai Po, HONG KONG SAR^* Corresponding Author

Abstract

In recent decades, STEM has received wide attention in education and educators have been seeking effective approaches for STEM education. Learning by teaching could be a potential solution as it could help students develop 21^stcentury skills. However, the high time cost and lack of relevant knowledge create a great barrier to its users and make the approach unpopular. Thus, this study aims to investigate how flipped learning by teaching could foster STEM education through the improvement of students’ understanding and their 21^st century skills. By using seven-12 minutes pre-class video followed by 40-minute in-class sections, result suggested that flipped learning could contribute to students’ understanding, learning interest, creativity, and soft skill sets in 21^st century skills. In view of its merits, flipped learning by teaching could be considered as an effective approach for STEM education.

Keywords

flipped classroom
innovative teaching and learning approach
learning by teaching
STEM education
21^st century skills

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 12, December 2022, Article No: em2204

https://doi.org/10.29333/ejmste/12728

Publication date: 16 Dec 2022

Article Views: 2336

Article Downloads: 1832

Open Access References How to cite this article

References

Alwi, A. (2020). Problem-based learning (PBL) as an assessment tool in science education: A systematic review with exemplars. Learning Science And Mathematics, 15(8), 102-118.
Amresh, A., Carberry, A. R., & Femiani, J. (2013). Evaluating the effectiveness of flipped classrooms for teaching CS1. In Proceedings of Frontiers in Education Conference (pp. 733-735). https://doi.org/10.1109/FIE.2013.6684923
Armbruster, B. B. (1989). Metacognition in creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity. Perspectives on individual differences (pp. 177-182). Springer. https://doi.org/10.1007/978-1-4757-5356-1_10
Asiksoy, G., & Ozdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. EURASIA Journal of Mathematics, Science & Technology Education, 12(6), 1589-1603. https://doi.org/10.12973/eurasia.2016.1251a
Aslan, S. (2015). Is learning by teaching effective in gaining 21^st century skills? The views of pre-service science teachers. Educational Sciences: Theory & Practice, 15(6), 1441-1457.
Australian Industry Group. (2013). Lifting our science, technology, engineering, and maths (STEM) skills. https://catalogue.nla.gov.au/Record/6263506
Baker, J. W. (2000). The classroom flip: Using web course management tools to become the guide by the side. In Proceedings of the 11^th International Conference on College Teaching and Learning (pp. 9-17).
Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education, 12(5/6), 23-37.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology and Society, 19(3), 134-142.
Bosman, A., & Schulze, S. (2018). Learning style preferences and mathematics achievement of secondary school learners. South African Journal of Education, 38(1), 1-8. https://doi.org/10.15700/saje.v38n1a1440
Buch, G. R., & Warren, C. B. (2017). The flipped classroom: Implementing technology to aid in college mathematics student’s success. Contemporary Issues in Education Research, 10(2), 109-116. https://doi.org/10.19030/cier.v10i2.9921
Bureau of Labor Statistics. (2008). Employment projections: 2008-2018 summary. www.bls.gov/news.release/ecopro.nr0.htm
Butz, W. P., Kelly, T. K., Adamson, D. M., Bloom, G. A., Fossum, D., & Gross, M. E. (2004). Will the scientific and technology workforce meet the requirements of the federal government? RAND. https://doi.org/10.7249/MG118
Chesky, N. Z., & Wolfmeyer, M. R. (2015). Philosophy of STEM education: A critical investigation. Springer. https://doi.org/10.1057/9781137535467
Craig, E., Thomas, R., Hou, C., & Mathur, S. (2012). No shortage of talent: How the global market is producing the STEM skills needed for growth. Accenture Institute for High Performance. http://www.accenture.com/sitecollectiondocuments/accenture-no-shortage-of-talent.pdf
Crouch, C. H., & Mazur, E. (2001). Peer instruction: ten years of experience and results. American Journal of Physics, 69(9), 970-977. https://doi.org/10.1119/1.1374249
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6
de Acedo Lizarraga, M. L. S., & de Acedo Baquedano, M. T. S. (2015). How creative potential is related to metacognition. European Journal of Education and Psychology, 6(2).
Delozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151. https://doi.org/10.1007/s10648-015-9356-9
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. http://doi.org/10.1126/science.1201783
Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7, 47. https://doi.org/10.1186/s40594-020-00245-0
Dong, Y., Xu, C., Song, X., Fu, Q., Chai, C. S., & Huang, Y. (2019). Exploring the effects of contextual factors on in-service teachers’ engagement in STEM teaching. The Asia-Pacific Education Researcher, 28, 25-34. https://doi.org/10.1007/s40299-018-0407-0
Dove, A., & Dove, E. (2017). Flipping preservice elementary teachers’ mathematics anxieties. Contemporary Issues in Technology and Teacher Education, 17(3), 312-335.
EL-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM integration in schools: Views from in-service science teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 2459-2484. https://doi.org/10.12973/eurasia.2017.01235a
Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288. https://doi.org/10.1016/j.cedpsych.2013.06.001
French, H., Arias-Shah, A. M., Gisondo, C., & Gray, M. M. (2020). Perspectives: The flipped classroom in graduate medical education. Neoreviews, 21(3), E150-E156. https://doi.org/10.1542/neo.21-3-e150
Fung, C. H. (2019). Stop using learning-by-teaching. A simple revision could provide similar efficiency: A case study on metacognitive benefits. Education Sciences and Psychology, 1(51), 3-11.
Fung, C. H. (2020). How does flipping classroom foster the STEM education: A case study of the FPD model. Technology, Knowledge and Learning, 25(3), 479-507. https://doi.org/10.1007/s10758-020-09443-9
Fung, C. H., & Leung, C. K. (2017). Pilot study on the validity and reliability of MIM: An alternative assessment for measuring metacognition in mathematics among college student, American International Journal of Contemporary Research, 7(4), 11-22.
Fung, C. H., & Poon, K. K. (2020). Can dynamic activities boost mathematics understanding and metacognition? A case study on the limit of rational functions. International Journal of Mathematical Education in Science and Technology. 1-15. https://doi.org/10.1080/0020739X.2020.1749905
Fung, C. H., Besser, M., & Poon, K. K. (2021). Systematic literature review of flipping classroom in mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1974. https://doi.org/10.29333/ejmste/10900
Geng, J., Jong, S. Y., & Chai, C. S. (2019). Hong Kong teachers’ self-efficacy and concerns about STEM education. The Asia-Pacific Education Researcher, 28(1), 35-45. https://doi.org/10.1007/s40299-018-0414-1
Graziano, K. J., & Hall, J. D. (2017). Flipping math in a secondary classroom. In Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 192-200). Association for the Advancement of Computing in Education.
Grzega, J., & Klüsener, B. (2011). Learning by teaching through polylogues: Training communication as an expert in information and knowledge societies with LdL (Lernen durch Lehren). Fachsprache: International Journal of Specialized Communication, 33, 17-35. https://doi.org/10.24989/fs.v33i1-2.1379
Han, H., & Røkenes, F. M. (2020). Flipped classroom in teacher education: A scoping review. Frontiers in Education, 5, 1-20. https://doi.org/10.3389/feduc.2020.601593
Honey, M., Pearson, G., & Schweingruber, H. A. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
Hong Kong Federation of Education Workers. (2017). Research report of support policy to the frontline STEM teacher. https://hkfew.org.hk/UPFILE/ArticleFile/201811313151733.pdf.
Hutagaol-Martowidjoyo, Y., & Adiningrum, T. S. (2019). Students teaching students: Do they really learn by teaching others? In L. Kairisto-mertanen, & T. A. Budiono (Eds.), INDOPED–Modernizing Indonesian higher education with tested European pedagogical practices: Report on piloted pedagogical practices (pp. 72-83). Turku University of Applied Sciences.
Hwang, G.-J., & Lai, C.-L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Educational Technology and Society, 20(1), 184-197.
Julia, J., Afrianti, N., Soomro, K.A., Supriyadi, T., Dolifah, D., Isrokatun, I., Erhamwilda, E., & Ningrum, D. (2020). Flipped classroom educational model (2010-2019): A bibliometric study. European Journal of Educational Research, 9(4), 1377-1392. https://doi.org/10.12973/eu-jer.9.4.1377
Kanelopoulos, J., Papanikolaou, K. A., & Zalimidis, P. (2017). Flipping the classroom to increase students’ engagement and interaction in a mechanical engineering course on machine design. International Journal of Engineering Pedagogy, 7(4), 19-34. https://doi.org/10.3991/ijep.v7i4.7427
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1-11. https://doi.org/10.1186/s40594-016-0046-z
King, A. (1993). From sage on the stage to guide on the side. College Teaching 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781
Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022). Learning-by-teaching without audience presence or interaction: When and why does it work? Educational Psychology Review, 34(1), 575-607. https://doi.org/10.1007/s10648-021-09643-4
Lamichhane, R., & Karki, D. (2020). Assessment of efficacy of lab-based learning in enhancing critical thinking and creative thinking among learners. Westcliff International Journal of Applied Research, 14(1), 15-28. https://doi.org/10.47670/wuwijar202041DKRL
Le, X., Ma, G. G., & Duva, A. W. (2015). Testing the flipped classroom approach in engineering dynamics class. In Proceedings of the 2015 ASEE Annual Conference. https://doi.org/10.18260/p.24841
Lee, B. (2017). TELL us ESP in a flipped classroom. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4995-5007. https://doi.org/10.12973/eurasia.2017.00978a
Legenhausen, L. (2005). Lernen durch Lehren (LdL) [learning through teaching] in theory and practice. http://www.ldl.de/Material/f_/ldlintheoryandpractice.pdf
Lo, C. K., & Hew, K. F. (2017a). A critical review of flipped classroom challenges in K-12 education possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. https://doi.org/10.1186/s41039-016-0044-2
Lo, C. K., & Hew, K. F. (2017b). Using “first principles of instruction” to design secondary school mathematics flipped classroom: The findings of two exploratory studies. Educational Technology & Society, 20(1), 222-236.
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002
Marshall, W. (2015). Guest commentary: A “STEM” in Collier County to reach their future. Naples Daily News. https://archive.naplesnews.com/opinion/perspectives/guest-commentary-a-stem-in-collier-county-to-reach-their-future-2392f62e-9c19-2198-e053-0100007f6ee5-341858231.html/
Mazur, E. (1997). Peer instruction: A user’s manual series in educational innovation. Prentice Hall. https://doi.org/10.1063/1.881735
McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS, 23(5), 477-486. https://doi.org/10.1080/10511970.2012.757571
McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24-37. https://doi.org/10.1080/07380569.2016.1137734
McMillan, J., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Pearson.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. SAGE.
Mutambara, D., & Bayaga, A. (2021). Determinants of mobile learning acceptance for STEM education in rural areas. Computers & Education, 160, 104010. https://doi.org/10.1016/j.compedu.2020.104010
Mzoughi, T. (2015). An investigation of student web activity in a “flipped” introductory physics class. Procedia-Social and Behavioral Sciences, 191, 235-240. https://doi.org/10.1016/j.sbspro.2015.04.558
NAE & NRC. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
National Science Board. (2018). Science and engineering indicators 2012. National Science Foundation.
Ng, S. P., & Fung, C. H. (2020). Tuīdòng STEM jiàoyù: Rúhé pínggū xuéxí chéngguǒ [Promotion of STEM education: How to evaluate learning outcomes]. Hong Kong Teachers' Center Journal, XIX, 1-19.
Pahl, M. O. (2019). Learning by teaching: Professional skills and new technologies for university education. IEEE Communications Magazine, 57(11), 74-80. https://doi.org/10.1109/MCOM.001.1900248
Pfennig, A. (2016). Inverting the classroom in an introductory material science course. Procedia-Social and Behavioral Sciences, 228, 32-38. https://doi.org/10.1016/j.sbspro.2016.07.005
Pizzolato, N., & Persano Adorno, D. (2020). Informal physics teaching for a better society: A MOOC-based and context-driven experience on learning radioactivity. Journal of Physics. Conference Series, 1512(1), 12040. https://doi.org/10.1088/1742-6596/1512/1/012040
Priyaadharshini, M., & Sundaram, B. V. (2018). Evaluation of higher-order thinking skills using learning style in an undergraduate engineering in flipped classroom. Computer Applications in Engineering Education, 26(6), 2237-2254. https://doi.org/10.1002/cae.22035
Ribosa, J., & Duran, D. (2022). Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching. Educational Research Review, 37, 100475. https://doi.org/10.1016/j.edurev.2022.100475
Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A case study. Educational Technology and Society, 18(3), 142-152.
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1
Shnai, I. (2017). Systematic review of challenges and gaps in flipped classroom implementation: Toward future model enhancement. In Proceedings of the European Conference on e-Learning (pp. 484-490). Academic Conferences International Limited.
Shu, Y., & Huang, T. C. (2021). Identifying the potential roles of virtual reality and STEM in maker education. The Journal of Educational Research, 114(2),108-118. https://doi.org/10.1080/00220671.2021.1887067
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Song, Y., & Kapur, M. (2017). How to flip the classroom–”productive failure or traditional flipped classroom” pedagogical design? Educational Technology and Society, 20(1), 292-305.
Stollhans, S. (2016). Learning by teaching: Developing transferable skills. In E. Corradini, K. Borthwick, & A. Gallagher-Brett (Eds.), Employability for languages: A handbook (pp. 161-164). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.cbg2016.478
Sujarwanto, E., Madlazim, & Sanjaya, I. G. M. (2021). A conceptual framework of STEM education based on the Indonesian curriculum. Journal of Physics: Conference Series, 1760, 012022. https://doi.org/10.1088/1742-6596/1760/1/012022
Sun, C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher-student interactions in flipped and conventional classrooms. International Review of Research in Open and Distributed Learning, 17(1), 79-99. https://doi.org/10.19173/irrodl.v17i1.2116
Thomas, B., & Watters, J. (2015). Perspectives on Australian, Indian, and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42-53. https://doi.org/10.1016/j.ijedudev.2015.08.002
Torshizi, M. D., & Bahraman, M. (2019). I explain, therefore I learn: Improving students’ assessment literacy and deep learning by teaching. Studies in Educational Evaluation, 61, 66-73. https://doi.org/10.1016/j.stueduc.2019.03.002
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003
Vygotsky, L. S. (1978a). Thought and word. In R. W. Rieber, & A. S. Carton (Eds.), The collected works of Vygotsky, L. S.: Volume 1 problems of general psychology including the volume thinking and speech (pp. 243-285). Plenum Press.
Vygotsky, L. S. (1978b). Mind in society: The development of higher psychological processes. Harvard University Press.
Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift Für Pädagogische Psychologie [Journal of Educational Psychology], 35(1), 11-31. https://doi.org/10.1024/1010-0652/a000274
Walsh, J. N., & Rísquez, A. (2020). Using cluster analysis to explore the engagement with a flipped classroom of native and non-native English-speaking management students. International Journal of Management Education, 18(2), 100381. https://doi.org/10.1016/j.ijme.2020.100381
Warter-Perez, N., & Dong, J. (2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. In Proceedings of the 2012 ASEE PSW Section Conference. American Society for Engineering Education.
Ye, X., Chang, Y. H., & Lai, C. L. (2019). An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. Interactive Learning Environments, 27(8), 1075-1092. https://doi.org/10.1080/10494820.2018.1495651
Yildiz Durak, H. (2018). Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables. Journal of Computer Assisted Learning, 34(6), 939-959. https://doi.org/10.1111/jcal.12302
Yousefzadeh, M., & Salimi, A. (2015). The effect of flipped learning (revised learning) on Iranian students’ learning outcomes. Advances in Language and Literary Studies, 6(5), 209-213. https://doi.org/10.7575/aiac.alls.v.6n.5p.209
Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100.
Zhou, X., Chen, L. H., & Chen, C. L. (2019). Collaborative learning by teaching: A pedagogy between learner-centered and learner-driven. Sustainability, 11(4), 1174. https://doi.org/10.3390/su11041174

How to cite this article

APA

Fung, C.-H., Poon, K.-K., & Ng, S.-P. (2022). Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2204. https://doi.org/10.29333/ejmste/12728

Vancouver

Fung CH, Poon KK, Ng SP. Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education. EURASIA J Math Sci Tech Ed. 2022;18(12):em2204. https://doi.org/10.29333/ejmste/12728

AMA

Fung CH, Poon KK, Ng SP. Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education. EURASIA J Math Sci Tech Ed. 2022;18(12), em2204. https://doi.org/10.29333/ejmste/12728

Chicago

Fung, Chak-Him, Kin-Keung Poon, and Siu-Ping Ng. "Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 12 (2022): em2204. https://doi.org/10.29333/ejmste/12728

Harvard

Fung, C.-H., Poon, K.-K., and Ng, S.-P. (2022). Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2204. https://doi.org/10.29333/ejmste/12728

MLA

Fung, Chak-Him et al. "Fostering student teachers’ 21^st century skills by using flipped learning by teaching in STEM education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 12, 2022, em2204. https://doi.org/10.29333/ejmste/12728