Effects of Student Characteristics on the Success of Blended Science Instruction

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

A complex science unit, heredity, was taught with blended instruction. Students studied the material on their own using the online module and applied this knowledge in group activities in class. Participants were 7th grade students from a middle school located in rural northern Minnesota (N=197). We examined how the students understood the concepts in this flipped format as a function of prior knowledge, reading level, persistence and interest.
Despite low SES, indicated by high percentage of students who qualify for free lunch, blended instruction was effective in teaching the unit of heredity. Regression analyses revealed that student characteristics such as reading level, prior knowledge, persistence and motivation were important characteristics to consider when planning for blended instruction.

Authors

• Turkan Ocal, University of Minnesota - Duluth

• Aydin Durgunoglu, University of Minnesota - Duluth

• Cynthia Welsh

• Mathew Winbigler

• Cynthia Edwardson

• Rachel Mueller

• Sarina Sagmoe, University of Minnesota - Duluth