Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model
Published 2021 View Full Article
- Home
- Publications
- Publication Search
- Publication Details
Title
Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model
Authors
Keywords
-
Journal
Journal of Science Education and Technology
Volume -, Issue -, Pages -
Publisher
Springer Science and Business Media LLC
Online
2021-03-20
DOI
10.1007/s10956-021-09909-0
References
Ask authors/readers for more resources
Related references
Note: Only part of the references are listed.- Students' learning performance and perceived motivation in gamified flipped-class instruction
- (2018) Zamzami Zainuddin COMPUTERS & EDUCATION
- Urban High School Student Engagement Through CincySTEM iTEST Projects
- (2016) Gulbahar H. Beckett et al. Journal of Science Education and Technology
- Flipped Instruction in a High School Science Classroom
- (2016) Jonathan Leo et al. Journal of Science Education and Technology
- The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry
- (2016) Eunice Eyitayo Olakanmi Journal of Science Education and Technology
- The flipped classroom for teaching organic chemistry in small classes: is it effective?
- (2015) Jessica M. Fautch Chemistry Education Research and Practice
- Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French
- (2015) Alison B. Flynn Chemistry Education Research and Practice
- Design, Implementation, and Evaluation of a Flipped Format General Chemistry Course
- (2015) Gabriela C. Weaver et al. JOURNAL OF CHEMICAL EDUCATION
- Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry
- (2015) Michael D. Ryan et al. JOURNAL OF CHEMICAL EDUCATION
- Flipped Classrooms for Advanced Science Courses
- (2015) Annette Tomory et al. Journal of Science Education and Technology
- Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students
- (2014) David Schultz et al. JOURNAL OF CHEMICAL EDUCATION
- Flipping the Classroom to Improve Student Performance and Satisfaction
- (2014) Kathy Missildine et al. JOURNAL OF NURSING EDUCATION
- Active learning increases student performance in science, engineering, and mathematics
- (2014) S. Freeman et al. PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
- Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology
- (2013) Johnathan D. Tune et al. ADVANCES IN PHYSIOLOGY EDUCATION
- Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course
- (2013) Gregory S. Mason et al. IEEE TRANSACTIONS ON EDUCATION
- Systematic review of the Hawthorne effect: New concepts are needed to study research participation effects
- (2013) Jim McCambridge et al. JOURNAL OF CLINICAL EPIDEMIOLOGY
Publish scientific posters with Peeref
Peeref publishes scientific posters from all research disciplines. Our Diamond Open Access policy means free access to content and no publication fees for authors.
Learn MoreCreate your own webinar
Interested in hosting your own webinar? Check the schedule and propose your idea to the Peeref Content Team.
Create Now