| Title: |
Enhancing Student Engagement and Learning Outcomes in Life Sciences: Implementing Interactive Learning Environments and Flipped Classroom Models |
| Language: |
English |
| Authors: |
Feng-Zhi Chen; Li-An Chen; Cai-Chieh Tseng; Ching Hua Pai; Kai-En Tsai; En-Ci Liang; Yi-Fan Chen; Tai-Lin Chen; Shin-Yi Liu; Pei-Chih Lee; Kuo-Chu Lai; Betty Revon Liu; Khadija E. Fouad; Chi-Wei Chen |
| Source: |
Discover Education. 2025 4. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Learner Engagement; Outcomes of Education; Biological Sciences; Interaction; Environmental Education; Flipped Classroom; Science Education; Introductory Courses; Animals; Science Laboratories; Laboratory Training; Hands on Science; Science Activities; Educational Objectives; Independent Study |
| DOI: |
10.1007/s44217-025-00501-x |
| ISSN: |
2731-5525 |
| Abstract: |
This study assesses the impact of interactive learning environments and flipped classroom models on student engagement and learning outcomes in life sciences. We focused on the "Introduction to Laboratory Mice" course, utilizing the MITAKA SUPPLY Mimicky® Mouse model alongside IT tools like Google Classroom, Kahoot, Mentimeter, Quizizz, and Zuvio for declarative knowledge instruction. The instructional approach involved: (1) delivering knowledge via flipped classroom with IT tools, (2) training in laboratory mice handling, (3) applying flipped classroom techniques with videos and presentations, and (4) fostering interactive environments through peer assessment. The study used pre-tests and post-tests, structured flipped classroom setups, and outcome assessments. Results showed that the flipped classroom model, paired with hands-on activities, markedly enhanced student engagement and comprehension. Attitudinal surveys reflected a positive shift, with students expressing greater confidence in their knowledge and skills in life sciences. This study highlights the role of clear objectives and goals for self-directed learning. Future research will examine optimal resource distribution and the long-term effects of these educational strategies. Findings provide key insights for educators in implementing and improving interactive learning within life sciences curricula. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1470212 |
| Database: |
ERIC |