Active Learning in STEM Education: An Approach Combining Flipped Classroom and Dialogic Teaching

Contribution: This study examines the effective-ness of a flipped classroom approach combined with dialogic teaching in STEM education. The primary contribution is the development of a methodology centered on discussions between the professor and students, guided by questions. The entire class is organized around these discussions, rather than merely asking occasional questions during the session. With pre-class reading, students focus class time on in-depth discussions that enhance comprehension and critical thinking, promoting active learning and student participation. Evidence from 163 first-year students highlights both the benefits and challenges of this teaching strategy. Background: Active learning enhances student engagement and academic performance, particularly in STEM fields. Dialogic teaching facilitates meaningful interactions that refine students' understanding, while the flipped classroom shifts content delivery outside of class, requiring students to prepare beforehand. This integration of strategies explores how pre-class preparation and in-class questioning enhance knowledge retention, engagement, and critical thinking. While these approaches are well-established, empirical evidence on their effectiveness in higher education contexts remains limited, highlighting the need for further investigation into their impact on student outcomes. Intended Outcomes: The methodology aims to create a student-centered learning environment where students arrive prepared, allowing class time for discussions driven by open-ended questions. The approach seeks to improve focus, comprehension, and retention while promoting a dynamic and inclusive classroom atmosphere that encourages voluntary participation and reduces anxiety. Application Design: Following the flipped classroom model, students read materials before class, allowing the pro-fessor to engage them with adaptive, open-ended questions. This focus on individual responses promotes deeper understanding and personalized feedback, creating a supportive learning en-vironment. Findings: Feedback indicated high satisfaction with the methodology, particularly in maintaining focus (mean rating of 4.2/5) and enhancing learning effectiveness (4.3/5). However, challenges related to participation (3.6/5) and confidence (3.4/5) were noted. Overall, the methodology was well-received, but further efforts are needed to address these concerns and optimize the learning environment.