Technion – Israel Institute of Technology
The Faculty of Education in Science and Technology
M.Sc. Proposal
The Affective Aspect of the Flipped Classroom:
Mathematics for Computer Science Course at MIT
Student: Brian Isaac Rizowy
Advisor: Prof. Yehudit Judy Dori
For purposes of thesis seminar: 218122w with Prof. Revital Tali Tal
Date of discussion: 27 October 2015
Research Domains:1 STEM Education; Tertiary Education/Higher Education
Keywords: Affect & Beliefs; Motivation; Teamwork.
1
Domains and Keywords are required to be entered into the Graduate School website before
submitting a research proposal. The terms above were those that I selected from the list
provided by the GS upon submission of my proposal in July 2015.
‫הטכניון – מכון טכנולוגי לישראל‬
‫הפקולטה לחינוך למדע וטכנולוגיה‬
‫הצעת מחקר לתואר ‪M.Sc.‬‬
‫ההיבט הריגושי של הכתה ההפוכה‪ :‬קורס מתמטיקה למדעי‬
‫המחשב ב‪MIT-‬‬
‫הסטודנט‪ :‬ברייאן אייזק ריזובי‬
‫המנחה‪ :‬פרופ' יהודית דורי‬
‫למטרות של סמינר תזה‪ w281822 :‬עם פרופ' רויטל טלי טל‬
‫תאריך הדיון‪ 22 :‬אוקטובר ‪2182‬‬
‫תחומי מחקר‪ :‬חינוך ‪ ;STEM‬חינוך תיכונית תחום ‪ /‬השכלה גבוהה‬
‫מילות מפתח‪ :‬ההיבט הריגושי; מוטיבציה; עבודת צוות‬
ABSTRACT2
Modern technology has created a space for the development of novel, student-centered
methodologies of teaching and learning. However, in Science, Technology, Engineering, and
Mathematics (STEM) courses, frontal-style lectures remain common at most universities for
large mandatory classes. In an effort to help more students succeed in STEM courses, active
learning modes such as the Studio Classroom or the Flipped Classroom (FC), have been
piloted, developed, validated and later fully implemented for courses such as physics,
chemistry, and biology. The FC aims to engage students in active learning by teamwork and
by restructuring the time and tasks performed in- and out-of-class.
Over the course of two semesters in the 2013-2014 academic year, all incoming
Computer Science majors at the Massachusetts Institute of Technology (MIT) took an
introductory Mathematics for Computer Science class taught in a FC setting. While all students
studied in the FC, students who so desired could also participate in a Project-Based Learning
(PBL) activity that was submitted before the final examination.
The researchers in a larger study aim to better understand for whom the flippedclassroom environment is a good fit in terms of improving student achievement and perceptions
through active learning and group engagement. The aim of this, more focused, study, is to
understand aspects of students’ affective responses toward the flipped-classroom and PBL
assignments as gauged through their self-reports on post-course questionnaires.
2
As submitted to the Graduate School, July 2015.