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

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

New Teaching Pedagogies: Methods and Assessments

Tagged Division

Mechanical Engineering

Tagged Topic


Page Count


Page Numbers

26.376.1 - 26.376.10



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Paper Authors


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

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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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