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Fostering students’ scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach

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Abstract

Developing students’ scientific literacy is the most important educational goal and challenge of the 21st century. Many studies have confirmed that flipped learning has significantly impacted learning science. Researchers indicate that the lack of an appropriate learning guidance strategy in the pre-class stage for flipped learning will influence students’ understanding of learning content and affect in-class learning activities. In order to tackle this problem, the present study proposed a flipped learning approach based on identification, summarization, self-reflective questioning, and application (ISSA), further exploring the influences on students’ scientific literacy, communication tendency, problem-solving tendency, learning motivation, and cognitive load. In addition, the study used a true experimental design to assess the effectiveness of the proposed learning method, and 58 university students were recruited to participate in a natural science course. The experimental group (N = 29) adopted the proposed learning approach, while the control group adopted the conventional flipped learning approach. The results showed that the experimental group had higher scientific literacy, communication tendency, problem-solving tendency, and extrinsic motivation than the control group. The interviews showed that the ISSA flipped learning method could improve students’ understanding of the learning content. In particular, the process of peer interaction promoted their self-reflection and scientific literacy skills.

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Data availability

The data and materials are available upon request to the corresponding author.

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Funding

This study is supported in part by the Ministry of Science and Technology of Taiwan under contract numbers MOST 111-2410-H-011 -007 -MY3 and MOST 111-2410-H-142-013.

Author information

Authors and Affiliations

  1. Center for General Education, Chung Yuan Christian University, Taoyuan, Taiwan

    Shu-Chen Cheng

  2. Bachelor Degree Program of Digital Marketing, National Taipei University, New Taipei, Taiwan

    Shu-Chen Cheng

  3. Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung, Taiwan

    Gwo-Jen Hwang

  4. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

    Gwo-Jen Hwang

  5. Yuan Ze University, Taoyuan, Taiwan

    Gwo-Jen Hwang

  6. Master Program of Professional Teacher, National Taichung University of Education, Taichung, Taiwan

    Chih-Hung Chen

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  1. Shu-Chen Cheng
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Contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Shu-Chen Cheng and Chih-Hung Chen. Project administration were performed by Shu-Chen Cheng and Chih-Hung Chen. Methodology and supervision were performed Gwo-Jen Hwang and Chih-Hung Chen. The first draft of the manuscript was written by Shu-Chen Cheng and Chih-Hung Chen. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Correspondence to Gwo-Jen Hwang.

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Cheng, SC., Hwang, GJ. & Chen, CH. Fostering students’ scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach. Educ Inf Technol 29, 7081–7104 (2024). https://doi.org/10.1007/s10639-023-12121-9

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