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Comparing Student Performance in Thermodynamics Using the Flipped Classroom and Think-Pair-Share Pedagogies

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

New Teaching Pedagogies: Methods and Assessments

Tagged Division

Mechanical Engineering

Tagged Topic

Diversity

Page Count

10

Page Numbers

26.376.1 - 26.376.10

DOI

10.18260/p.23715

Permanent URL

https://peer.asee.org/23715

Download Count

527

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Paper Authors

biography

James V. Canino Trine University

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Jamie Canino is currently an associate professor at Trine University where he focuses on undergraduate education research. He teaches in the thermal-fluids and aerospace engineering fields and can be reached at caninoj@trine.edu.

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Abstract

Comparing student performance in thermodynamics using the flipped classroom and think-pair-share pedagogiesRecently, significant numbers of instructors in higher education have employed the flippedclassroom, or inverted classroom, pedagogy. Studies have found varying degrees of success ofthe flipped classroom in increasing student achievement. Additionally, almost all of these studiesindicate that a significant time investment by the instructor is required to produce the requiredcontent for a flipped classroom. The think-pair-share pedagogy is one of many active learningmethods that have been shown to be successful in increasing student performance over non-active lectures. Furthermore, most teachers agree that incorporating think-pair-share questionsinto their lectures does not require too much time reworking their notes. The goal of this researchwas to determine if student performance in thermodynamics on both computational andconceptual questions was increased when the flipped classroom model was used compared tostudents who were instructed using the think-pair-share model. For this study in the fall of 2013two sections of thermodynamics were taught by the same instructor using the same homeworkand exams. For the first section (N = 20) the students were instructed using the flipped classroommodel. For the second section (N = 8) the students were instructed using the think-pair-sharemodel. While the relatively small number of students limits the statistical significance of thisstudy, results indicate that there was no difference between the educational performance of thesetwo groups on either computational or conceptual tasks as indicated by their exam scores.However, students in the flipped classroom did state that they enjoyed the flipped classroommodel and wished that more faculty members used the method.

Canino, J. V. (2015, June), Comparing Student Performance in Thermodynamics Using the Flipped Classroom and Think-Pair-Share Pedagogies Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23715

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