| This session is aimed at presenting and discussing findings from a quasi-experimental research study that used a flipped classroom teaching design which included the use of short concept videos, in class group quizzes (Kahoot), guided reading in class activities, use of jigsaw method to understand course readings, and reading assessments to teach quantitative research methods to developmental psychology undergraduate students. Utilizing these approaches helped to create an equitable classroom structure that motivated students to better understand and apply research methodology to understanding child and adolescent development. Findings indicated that utilizing these various teaching strategies engaged students in more critical thinking including application and evaluation of course concepts, and provided more opportunities for active learning and student-to-faculty interaction. Additionally, findings suggest that Students of Color saw more critical thinking in classrooms that utilized a flipped classroom design than other classrooms that utilized a more traditional lecture-based classroom design. |
HETS
Hispanic Educational Technology Services