Findings and implications of flipped science learning research: A review of journal publications

With reference to the Technology-based Learning model for flipped classrooms, a literature review on Social Sciences Citation Index (SSCI) papers published in the Web of Science (WOS) database was conducted, with the application of flipped learning in science education as the research topic. The study analyzed the existing research on author nationalities, application domains, research methods, participants, learning strategies, and research issues. Based on the analysis data, starting from 2015, there have been a large number of flipped classroom studies in science education. The studies were mainly from the United States; the application domains were mostly chemistry, physics, biology, and natural science and ecology. Over half of the studies adopted quantitative methods, and participants were mainly college students. In the before-class stage, the flipped classroom studies in science education mainly adopted instructional videos as the learning materials and used online learning systems as the medium for materials and online discussion. In the in-class stage, the major learning strategy was problem-based learning, while over half of the studies did not employ educational technology. In the after-class stage, most studies administered examinations to explore the learning outcomes. Accordingly, Potential research issues are proposed as a reference for future studies.

Automated summary

This study conducted a literature review on the application of flipped learning in science education based on the Technology-based Learning model. The analysis revealed that the majority of flipped classroom studies in science education came from the United States, with chemistry, physics, biology, and natural science and ecology being the main focus areas. Quantitative methods were predominantly used in these studies, and college students were the primary participants. Instructional videos and online learning systems were commonly utilized as learning materials and mediums for online discussion in the before-class stage. Problem-based learning was the primary learning strategy in the in-class stage, while educational technology was not frequently employed. In the after-class stage, most studies used examinations to explore learning outcomes. Potential research issues for future studies were also proposed.