Abstract:

The flipped classroom pedagogical method meets the needs of developing conceptual educational approach.

It has been proposed that in higher education courses, class time should focus mainly on high order thinking application and due to the successful outcomes of the flipped learning it became a rising pedagogy and educational strategy among all education sciences.
In order to study the effect of Flipped learning on higher order thinking skills, we have developed a new learning module focusing on metals’ properties.

The same module was learned by both first- and second-degree students in different chemistry courses, given by the same teacher.
Pre- and post-questionnaires were the research tools included students’ feedback.

The results of this study support former indications, reporting improvement in meta-cognitive thinking and learning skills in the flipped learning approach. All the students showed better ability to cope with higher order learning assignments during actual class time, using Flipped classroom strategy. The improvement in meta-cognitive thinking skills was not equal for all the students, the undergraduate second-degree students showed better results than the first degree. suggesting that Flipped Learning can be used as an effective pedagogy and educational strategy for developing higher order thinking abilities with respect to the students’ academic abilities and high order thinking experience.

Keywords:

Chemistry Education, Flipped Learning, Meta-cognitive ability, Science Education.