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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. Examined from the perspective of a future secondary biology teacher, these results inform both the authors’ future classrooms, but can also have an impact on others’ classrooms as well. 

About the Author

Elizabeth is a junior at Millersville and is a Secondary Special Education and Biology major with a minor in Chemistry.  She was born and raised in Bel Air, Maryland and attended Bel Air High School.  She is a member of the Millersville University Honors College and is an active board member of the Honors College Student Association.  She is also a member of the Honors College Curriculum Committee.  Throughout her time here at Millersville she has been an employee of the University.  Elizabeth enjoys researching her family history, writing, and learning new subjects through reading many books.  Upon graduation she intends to teach as a high school biology teacher or a high school special educator in Maryland.

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