Next Article in Journal
Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds
Previous Article in Journal
Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle
Previous Article in Special Issue
Flipped Classroom Research: From “Black Box” to “White Box” Evaluation
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(4), 163;

The Study of Flipped-Classroom for Pre-Service Science Teachers

Department of Mechanical Engineering, Chemistry and Industrial Design, School of Engineering and Industrial Design, Polytechnic University of Madrid, 28012 Madrid, Spain
Department of Didactics of Experimental Sciences and Mathematics, University of Extremadura, 10003 Cáceres, Spain
Author to whom correspondence should be addressed.
Received: 16 September 2018 / Revised: 27 September 2018 / Accepted: 30 September 2018 / Published: 2 October 2018
(This article belongs to the Special Issue The Flipped Classroom in Higher Education: Research and Practice)
Full-Text   |   PDF [1592 KB, uploaded 2 October 2018]   |  


The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology. View Full-Text
Keywords: science education; inverse methodology; pre-service teacher students; performance; perception; emotion; new tendency science education; inverse methodology; pre-service teacher students; performance; perception; emotion; new tendency

Figure 1

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 (CC BY 4.0).

Share & Cite This Article

MDPI and ACS Style

Jeong, J.S.; Cañada-Cañada, F.; González-Gómez, D. The Study of Flipped-Classroom for Pre-Service Science Teachers. Educ. Sci. 2018, 8, 163.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics



[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top