bilingual teaching pedagogies in academic practice: embed
TRANSCRIPT
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
1
Bilingual Teaching Pedagogies in Academic Practice Embed
Teaching Approaches
Wenchu Li BaoliQiu Yangjin Zhong
Department of Sericultural Science College of Animal Science South China Agricultural
University PRChina
Abstract
To explore a bilingual course of Insect Physiology and Biochemistry we have in recent years
tried to embed teaching pedagogies such as a flipped classroom that combines brain storming
and ―Six Thinking Hats in undergraduate education Analysis revealed that there are no
significant differences between the final test scores of the classes A revised analysis of
Blooms digital knowledge dimensions showed that the knowledge dimension exhibited
procedure collinearity and Factual negatively affected Meta cognitive in both the Toulminlsquos
practical argument and control groups The addition of ―Six Thinking Hats generated higher
quality and more creative ideas than a flipped classroom alone We confirmed that the
participants under the yellow and green hats generated higher quality ideas than that of red hats
in the creative and innovative thinking model Partial least squares structural equation
modeling analysis of the effect of teaching confirmed the reflective model and data at
satisfactory validity and suggested that essential teaching procedures have a nearly equal
influence on the higher-order construction of brainstorming and innovative thinking Skill has
a strong effect on brainstorming Similarly we found that brainstorming has a strong effect on
innovative thinking However studentslsquo satisfaction is principally affected by innovative
thinking but not by brainstorming
Keywords Flipped classroom brainstorming innovative thinking Six Thinking Hats
Blooms digital knowledge dimension PLS-SEM
1 Introduction
Accompanied by the rapid development of a modern economy and society and the
instantaneous changes of the international interflow of thinking and brainstorming (BRM) in
every scientific field the demands for talented and unique individuals will largely exceed the
supply In light of this point academic education presents diversification of wisdom and
knowledge Bilingual teaching has become a new means to improve the educational qualities
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
2
of undergraduate and postgraduate students Bilingual teaching promotes reform in education
and its system for economic globalization reflects a higher quality of education and updated
awareness of innovation improves teaching practices accelerates teaching methodologies
implements teaching measures and maximizes teaching achievements Furthermore bilingual
teaching optimizes the knowledge structure of personnel and drives education toward a more
elevated hierarchy
This paper focuses on the popularized flipped classroom BRM and ―Six Thinking Hats aims
to explore the effects of embedded techniques of teaching and estimates the quality of different
pedagogies in academic education (Fig1)
Fig 1 An illustration of the executable training ideas of the course Insect Physiology and Biochemistry
2 Theoretic Background
The pedagogies of teachers applied in the classroom leads to the process of teaching described
as ―pedagogies are dependent on teacherlsquos personalities and preferences Some investigators
focused on beliefs and suggested that the beliefs of self-efficiency of both teachers and students
can assist learners in improving their language learning (Achu and Ehizuelen 2015 Liu 2018
Menon and Sadler 2018) However increasing numbers of educational specialists suggest that
students should take charge of the learning process and teachers act just as learning services
(Swacha 2017 Jagla and Tice 2019) This view is the concept of a ―flipped classroom
(Reidsema 2017) and most educators consider this to be a type of blended learning
(Abeysekera and Dawson 2015) The characteristics of blended learning combine or mix
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
3
modes of web-based technology various pedagogical approaches (constructivism
behaviorism and cognitivism) any form of instructional technology (videotapes CD-ROMs
web-based training and films) with face-to-face instructor-led training and instructional
technology with actual job tasks (Driscoll 2002) A flipped classroom not only is based on
blended learning but also requires students to engage in or complete preliminary learning
online in preparation for a structurally aligned learning activity rather than by attending a
traditional lecture or blended learning and this approach has become an attractive proposition
In flipping higher education the teaching process will obviously be very challenging for the
teachers when they are faced with a room full of students who are prepared for intellectual
discussion (Reidsema et al 2017) Therefore a flipped classroom requires more professional
and interesting topic preparation when teachers step into the classroom The pedagogy in the
classroom encourages all students to freely express their own ideas and even to organize and
lead the teaching process In addition by carefully exposing students to important concepts and
knowledge points in the curriculum the effectiveness of teaching in a flipped classroom might
be better than other student-centered learning theories (Betihavas et al 2016) such as
attractive learning (Deslauriers et al 2001) and peer learning (Mazur 1997)The advantages of
flipped classrooms have been frequently reported to be the improvement of student learning
performance (Goumlkccedile and Murat 2018)
In a flipped classroom heuristic teaching (Bridgham 1970) and problem-based learning
(Barrows 1986) are essential elements Heuristic teaching is a teaching process of revealing
what is hidden in phenomena According to Bridgham (1970) heuristic teaching involves
addressing problems that are indeed problems and a critical aspect of a science subject is that
selected hypotheses promote active doubt until the hypotheses are sufficiently justified
However the questions that arise from science cannot only be addressed through a
problem-solving scientific project The existing theories techniques and conceptual
frameworks are useful as a guide to understand new phenomena In this way a line of inquiry
brings students to the cutting edge of modern biology
In any form of pedagogy a dominant source of content is teaching materials that promote and
guide studentslsquo creative and thinking skills (Alkhaldi and Oshchepkova 2018) Osborn (1953)
proposed that BRM is usually conducted by rules that include avoiding criticism saying or
writing all the things that come to mind attempting to generate many ideas without paying
attention to quality and trying to develop and combine ideas A new BRM principle was
developed on the generation of high-quality creative ideas in an individual-group-individual
(I-G-I) procedure (Rossiter and Lilien 1994) The nominal group showed advantages in
specialized problems but the BRM group exploited the diversity of competence of its
participants to attain better solutions to cross-functional problems (Kavadias and summer
2009)
More interestingly De Bonolsquos ―Six Thinking Hats is beneficial for developing the creativity
of learners and can be applied in science and technology classes (Orphan and Kadar 2014)
The Six- Thinking Hats model creates six parallel thinking models which correspond to the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
4
primary thought modes of objective subjective critical and creative thinking within a
comprehensive framework that allows the thinker to direct attention to the desired thinking
mode The BRM and Six Thinking Hats theory and practice instructs many teachers to utilize
them in academic education (Khine and Lourdusamy 2003)
3 Methods
The main study method is a quasi-experimental design with a control trial On the subject
course and synchronous matching experiment sixty-nine undergraduate students in different
grades who enrolled in the College of Animal Science at South China Agricultural University
participated in the project The participants were randomly divided into three large groups
based on classes and divided into 13 small groups with 5-6 students each who responded to the
questionnaire in a flipped classroom with BRM and ―Six Thinking Hats To construct a
discussion section group I was assigned to search the data information and task items while
group II was assigned to be the control group to only read the textbook and build a basic
conceptual framework of the scientific issues The participants were asked to answer a list of
questions not only to participate in the theoretic class but also to complete the synchronous
insect scientific experiments In general when one group chose to try to prove or illustrate the
theory with information the other group took the opposite position to raise critical views on the
questions Through positive and negative discussions the conceptions and disciplines are more
sufficiently understood by the students themselves In the case of discussing the questions in
detail a flipped classroom heuristic teaching integrating direct instructions with a
problem-based learning approach (Winarno et al 2018) and BRM are frequently used among
the pedagogies
31 Understanding professional vocabulary abilities
Vocabulary learning strategies are typically most studentslsquo favorite aspect and these strategies
use the dictionary and studentslsquo cognitive and meta cognitive memory some students use
determination and guessing from the context Quizzes of vocabulary are always administered
before the class begins Fellow students are divided into couples in a group to play asking and
answering vocabulary games at the English Corner outside the classroom After the course
tests of the professional vocabulary of insect science were conducted in a final examination
The vocabulary scores were analyzed by SPSS statistical software to distinguish the difference
among the classes and grades of students together with their final exam
32 Comprehensive knowledge points
A knowledge point is a basic unit of teaching content and is an indispensable foundation of
teaching activities Structure knowledge points can be parent-child sibling dependence and
the association relationship model (Li 2014) Structure knowledge points might be a
conceptual framework essential knowledge and even a typical case that reflects a scientific
principle Basic principles of Insect Physiology and Biochemistry are scattered and even
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
5
hidden in the cases or textbook which is the main logic of the curriculum In a synchronous
experiment class students were organized into groups to change the thinking model to initiate
BRM creative and innovative thinking and to discover the knowledge points Some of the
students who prepared before class showed a cheerful countenance when they read the question
in contrast other students struggled to answer the question and needed the guidance of the
teacher or an example to follow from other classmates in the groups To estimate the degree of
understood knowledge points we usually draw an outline of the question and the epigenetic
data or phenomena of a silkworm for example Through a group discussion in the BRM style
students can develop their creative thinking abilities that encourage their expression of ideas
In this study the Daily Performance scores are calculated according to the Educational
Administration Provisions of the university These scores include 5 for class attendance 20
for quizzes in the classroom 25 for homework and 50 for the final exam A final
closed-book examination of the course was administered at the end of the term The
propositional rules included testing the professional vocabulary and the abilities of listening
speaking reading and writing where an English thinking model was emphasized In terms of
the final exam 100 scores were assigned in professional vocabulary with 20 points in the form
of ―Fill in the blank while ―Judgments contained 10 small pieces of knowledge points with 1
point each which were easily conceptually confused in the course Moreover 10 points of
―Comprehensive essays ask the participants to choose one correct answer from five possible
answers to complete the sentence statements after they read short descriptions ―Translation is
usually assigned 20 points and requires students to intertranslate insect science principals
especially frontier achievements in English or Chinese The fifth examination question with
40 points is ―Essay questions which normally contain two or three minor topics The scores
that the students receive are critically calculated depending on the correct degrees of
knowledge points and then an SPSS statistical analysis is conducted to analyze the differences
among the different classes and grades of the students
33 Physical and biochemical insect cases
In the historical insect studies many cases are typical examples of heuristic and
problem-solving methodologies that require creative and innovative thinking The cases
represent advanced studies in the field of insect physiology or biochemistry at the time and the
discoveries still greatly influence future generations For example the French anatomist
Lyonet described a pair of minute organs located within the thorax of caterpillars as
―granulated vessels in 1762 It was unbelievably remarkable as Fleming observed that the
description of such organs had been forgotten for as long as 187 years This description had
been buried in the literature that pertains to insect anatomy until it was rediscovered by various
investigators These organs which are currently known as the ―prothoracic glands are among
the most important endocrine glands in insects Many other insect scientists have achieved
many theoretic innovations based on the careful observation of phenomena The following
examples are similar to golden of clues for insect studies
Huberlsquos discoveries on the mating of queens
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
6
Morganlsquos work on the chromosome theory of heredity of Dmelanogaster
Malpighilsquos study on the Malpighian tubule system
Wigglesworthlsquos research on the juvenile hormones of insects
Kar von Frischlsquos observations on honey bee dances
Hoffmann et allsquos achievement on insectslsquo innate immunity
Hall et allsquos discoveries of the molecular mechanisms that control the circadian rhythm
Nagasawalsquos discovery of Bombyxin in Bombymori and other scientistslsquo findings of
Bombykal and pheromone binding proteins from this model insect
The pioneering achievements in journals are usually chosen in the form of one or two
short essays such as the discoveries of the Nobel Prizes in physiology and medicine that relate
to the story of autophagy circadian rhythms and innate immunity of insects
Table 1 Flipped-classroom discussion about Huberlsquos discoveries in a revised TPA designation
TPA Code Participants response Score
Claims M Queens are physically inseminated by drones outside the confines of hives 1
Qualifier FPM (1) The queen may live for up to three years or more
(2) Nurse bees set about constructing emergency queen cells after splitting
1
FPM 1
Evidence FPCM
Swammerdam Reacuteaumur Huber and Burnens dissected bees under the
microscope and observations 1
FPM Mating takes place at some distance from the hive 1
Warrants FPM (1) Beelsquos activities within hives
(2) The queenlsquos life cycle and characters including mating behavior
1
FPCM 1
Backings
FPCM
(1) Reacuteaumur and Huber constructed and improved glass walled observation
(2) The queen is fed a larger amount of royal jelly and secretes ―Queen
substances
1
FPCM 1
Rebuttals
FPC
(1) No one had ever witnessed the mating of a queen and drone and many
theories held that queens were ―self-fertile
(2) Other scholars believed that a vapor or miasma fertilized queens
1
FPC 1
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
2
of undergraduate and postgraduate students Bilingual teaching promotes reform in education
and its system for economic globalization reflects a higher quality of education and updated
awareness of innovation improves teaching practices accelerates teaching methodologies
implements teaching measures and maximizes teaching achievements Furthermore bilingual
teaching optimizes the knowledge structure of personnel and drives education toward a more
elevated hierarchy
This paper focuses on the popularized flipped classroom BRM and ―Six Thinking Hats aims
to explore the effects of embedded techniques of teaching and estimates the quality of different
pedagogies in academic education (Fig1)
Fig 1 An illustration of the executable training ideas of the course Insect Physiology and Biochemistry
2 Theoretic Background
The pedagogies of teachers applied in the classroom leads to the process of teaching described
as ―pedagogies are dependent on teacherlsquos personalities and preferences Some investigators
focused on beliefs and suggested that the beliefs of self-efficiency of both teachers and students
can assist learners in improving their language learning (Achu and Ehizuelen 2015 Liu 2018
Menon and Sadler 2018) However increasing numbers of educational specialists suggest that
students should take charge of the learning process and teachers act just as learning services
(Swacha 2017 Jagla and Tice 2019) This view is the concept of a ―flipped classroom
(Reidsema 2017) and most educators consider this to be a type of blended learning
(Abeysekera and Dawson 2015) The characteristics of blended learning combine or mix
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
3
modes of web-based technology various pedagogical approaches (constructivism
behaviorism and cognitivism) any form of instructional technology (videotapes CD-ROMs
web-based training and films) with face-to-face instructor-led training and instructional
technology with actual job tasks (Driscoll 2002) A flipped classroom not only is based on
blended learning but also requires students to engage in or complete preliminary learning
online in preparation for a structurally aligned learning activity rather than by attending a
traditional lecture or blended learning and this approach has become an attractive proposition
In flipping higher education the teaching process will obviously be very challenging for the
teachers when they are faced with a room full of students who are prepared for intellectual
discussion (Reidsema et al 2017) Therefore a flipped classroom requires more professional
and interesting topic preparation when teachers step into the classroom The pedagogy in the
classroom encourages all students to freely express their own ideas and even to organize and
lead the teaching process In addition by carefully exposing students to important concepts and
knowledge points in the curriculum the effectiveness of teaching in a flipped classroom might
be better than other student-centered learning theories (Betihavas et al 2016) such as
attractive learning (Deslauriers et al 2001) and peer learning (Mazur 1997)The advantages of
flipped classrooms have been frequently reported to be the improvement of student learning
performance (Goumlkccedile and Murat 2018)
In a flipped classroom heuristic teaching (Bridgham 1970) and problem-based learning
(Barrows 1986) are essential elements Heuristic teaching is a teaching process of revealing
what is hidden in phenomena According to Bridgham (1970) heuristic teaching involves
addressing problems that are indeed problems and a critical aspect of a science subject is that
selected hypotheses promote active doubt until the hypotheses are sufficiently justified
However the questions that arise from science cannot only be addressed through a
problem-solving scientific project The existing theories techniques and conceptual
frameworks are useful as a guide to understand new phenomena In this way a line of inquiry
brings students to the cutting edge of modern biology
In any form of pedagogy a dominant source of content is teaching materials that promote and
guide studentslsquo creative and thinking skills (Alkhaldi and Oshchepkova 2018) Osborn (1953)
proposed that BRM is usually conducted by rules that include avoiding criticism saying or
writing all the things that come to mind attempting to generate many ideas without paying
attention to quality and trying to develop and combine ideas A new BRM principle was
developed on the generation of high-quality creative ideas in an individual-group-individual
(I-G-I) procedure (Rossiter and Lilien 1994) The nominal group showed advantages in
specialized problems but the BRM group exploited the diversity of competence of its
participants to attain better solutions to cross-functional problems (Kavadias and summer
2009)
More interestingly De Bonolsquos ―Six Thinking Hats is beneficial for developing the creativity
of learners and can be applied in science and technology classes (Orphan and Kadar 2014)
The Six- Thinking Hats model creates six parallel thinking models which correspond to the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
4
primary thought modes of objective subjective critical and creative thinking within a
comprehensive framework that allows the thinker to direct attention to the desired thinking
mode The BRM and Six Thinking Hats theory and practice instructs many teachers to utilize
them in academic education (Khine and Lourdusamy 2003)
3 Methods
The main study method is a quasi-experimental design with a control trial On the subject
course and synchronous matching experiment sixty-nine undergraduate students in different
grades who enrolled in the College of Animal Science at South China Agricultural University
participated in the project The participants were randomly divided into three large groups
based on classes and divided into 13 small groups with 5-6 students each who responded to the
questionnaire in a flipped classroom with BRM and ―Six Thinking Hats To construct a
discussion section group I was assigned to search the data information and task items while
group II was assigned to be the control group to only read the textbook and build a basic
conceptual framework of the scientific issues The participants were asked to answer a list of
questions not only to participate in the theoretic class but also to complete the synchronous
insect scientific experiments In general when one group chose to try to prove or illustrate the
theory with information the other group took the opposite position to raise critical views on the
questions Through positive and negative discussions the conceptions and disciplines are more
sufficiently understood by the students themselves In the case of discussing the questions in
detail a flipped classroom heuristic teaching integrating direct instructions with a
problem-based learning approach (Winarno et al 2018) and BRM are frequently used among
the pedagogies
31 Understanding professional vocabulary abilities
Vocabulary learning strategies are typically most studentslsquo favorite aspect and these strategies
use the dictionary and studentslsquo cognitive and meta cognitive memory some students use
determination and guessing from the context Quizzes of vocabulary are always administered
before the class begins Fellow students are divided into couples in a group to play asking and
answering vocabulary games at the English Corner outside the classroom After the course
tests of the professional vocabulary of insect science were conducted in a final examination
The vocabulary scores were analyzed by SPSS statistical software to distinguish the difference
among the classes and grades of students together with their final exam
32 Comprehensive knowledge points
A knowledge point is a basic unit of teaching content and is an indispensable foundation of
teaching activities Structure knowledge points can be parent-child sibling dependence and
the association relationship model (Li 2014) Structure knowledge points might be a
conceptual framework essential knowledge and even a typical case that reflects a scientific
principle Basic principles of Insect Physiology and Biochemistry are scattered and even
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
5
hidden in the cases or textbook which is the main logic of the curriculum In a synchronous
experiment class students were organized into groups to change the thinking model to initiate
BRM creative and innovative thinking and to discover the knowledge points Some of the
students who prepared before class showed a cheerful countenance when they read the question
in contrast other students struggled to answer the question and needed the guidance of the
teacher or an example to follow from other classmates in the groups To estimate the degree of
understood knowledge points we usually draw an outline of the question and the epigenetic
data or phenomena of a silkworm for example Through a group discussion in the BRM style
students can develop their creative thinking abilities that encourage their expression of ideas
In this study the Daily Performance scores are calculated according to the Educational
Administration Provisions of the university These scores include 5 for class attendance 20
for quizzes in the classroom 25 for homework and 50 for the final exam A final
closed-book examination of the course was administered at the end of the term The
propositional rules included testing the professional vocabulary and the abilities of listening
speaking reading and writing where an English thinking model was emphasized In terms of
the final exam 100 scores were assigned in professional vocabulary with 20 points in the form
of ―Fill in the blank while ―Judgments contained 10 small pieces of knowledge points with 1
point each which were easily conceptually confused in the course Moreover 10 points of
―Comprehensive essays ask the participants to choose one correct answer from five possible
answers to complete the sentence statements after they read short descriptions ―Translation is
usually assigned 20 points and requires students to intertranslate insect science principals
especially frontier achievements in English or Chinese The fifth examination question with
40 points is ―Essay questions which normally contain two or three minor topics The scores
that the students receive are critically calculated depending on the correct degrees of
knowledge points and then an SPSS statistical analysis is conducted to analyze the differences
among the different classes and grades of the students
33 Physical and biochemical insect cases
In the historical insect studies many cases are typical examples of heuristic and
problem-solving methodologies that require creative and innovative thinking The cases
represent advanced studies in the field of insect physiology or biochemistry at the time and the
discoveries still greatly influence future generations For example the French anatomist
Lyonet described a pair of minute organs located within the thorax of caterpillars as
―granulated vessels in 1762 It was unbelievably remarkable as Fleming observed that the
description of such organs had been forgotten for as long as 187 years This description had
been buried in the literature that pertains to insect anatomy until it was rediscovered by various
investigators These organs which are currently known as the ―prothoracic glands are among
the most important endocrine glands in insects Many other insect scientists have achieved
many theoretic innovations based on the careful observation of phenomena The following
examples are similar to golden of clues for insect studies
Huberlsquos discoveries on the mating of queens
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
6
Morganlsquos work on the chromosome theory of heredity of Dmelanogaster
Malpighilsquos study on the Malpighian tubule system
Wigglesworthlsquos research on the juvenile hormones of insects
Kar von Frischlsquos observations on honey bee dances
Hoffmann et allsquos achievement on insectslsquo innate immunity
Hall et allsquos discoveries of the molecular mechanisms that control the circadian rhythm
Nagasawalsquos discovery of Bombyxin in Bombymori and other scientistslsquo findings of
Bombykal and pheromone binding proteins from this model insect
The pioneering achievements in journals are usually chosen in the form of one or two
short essays such as the discoveries of the Nobel Prizes in physiology and medicine that relate
to the story of autophagy circadian rhythms and innate immunity of insects
Table 1 Flipped-classroom discussion about Huberlsquos discoveries in a revised TPA designation
TPA Code Participants response Score
Claims M Queens are physically inseminated by drones outside the confines of hives 1
Qualifier FPM (1) The queen may live for up to three years or more
(2) Nurse bees set about constructing emergency queen cells after splitting
1
FPM 1
Evidence FPCM
Swammerdam Reacuteaumur Huber and Burnens dissected bees under the
microscope and observations 1
FPM Mating takes place at some distance from the hive 1
Warrants FPM (1) Beelsquos activities within hives
(2) The queenlsquos life cycle and characters including mating behavior
1
FPCM 1
Backings
FPCM
(1) Reacuteaumur and Huber constructed and improved glass walled observation
(2) The queen is fed a larger amount of royal jelly and secretes ―Queen
substances
1
FPCM 1
Rebuttals
FPC
(1) No one had ever witnessed the mating of a queen and drone and many
theories held that queens were ―self-fertile
(2) Other scholars believed that a vapor or miasma fertilized queens
1
FPC 1
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
3
modes of web-based technology various pedagogical approaches (constructivism
behaviorism and cognitivism) any form of instructional technology (videotapes CD-ROMs
web-based training and films) with face-to-face instructor-led training and instructional
technology with actual job tasks (Driscoll 2002) A flipped classroom not only is based on
blended learning but also requires students to engage in or complete preliminary learning
online in preparation for a structurally aligned learning activity rather than by attending a
traditional lecture or blended learning and this approach has become an attractive proposition
In flipping higher education the teaching process will obviously be very challenging for the
teachers when they are faced with a room full of students who are prepared for intellectual
discussion (Reidsema et al 2017) Therefore a flipped classroom requires more professional
and interesting topic preparation when teachers step into the classroom The pedagogy in the
classroom encourages all students to freely express their own ideas and even to organize and
lead the teaching process In addition by carefully exposing students to important concepts and
knowledge points in the curriculum the effectiveness of teaching in a flipped classroom might
be better than other student-centered learning theories (Betihavas et al 2016) such as
attractive learning (Deslauriers et al 2001) and peer learning (Mazur 1997)The advantages of
flipped classrooms have been frequently reported to be the improvement of student learning
performance (Goumlkccedile and Murat 2018)
In a flipped classroom heuristic teaching (Bridgham 1970) and problem-based learning
(Barrows 1986) are essential elements Heuristic teaching is a teaching process of revealing
what is hidden in phenomena According to Bridgham (1970) heuristic teaching involves
addressing problems that are indeed problems and a critical aspect of a science subject is that
selected hypotheses promote active doubt until the hypotheses are sufficiently justified
However the questions that arise from science cannot only be addressed through a
problem-solving scientific project The existing theories techniques and conceptual
frameworks are useful as a guide to understand new phenomena In this way a line of inquiry
brings students to the cutting edge of modern biology
In any form of pedagogy a dominant source of content is teaching materials that promote and
guide studentslsquo creative and thinking skills (Alkhaldi and Oshchepkova 2018) Osborn (1953)
proposed that BRM is usually conducted by rules that include avoiding criticism saying or
writing all the things that come to mind attempting to generate many ideas without paying
attention to quality and trying to develop and combine ideas A new BRM principle was
developed on the generation of high-quality creative ideas in an individual-group-individual
(I-G-I) procedure (Rossiter and Lilien 1994) The nominal group showed advantages in
specialized problems but the BRM group exploited the diversity of competence of its
participants to attain better solutions to cross-functional problems (Kavadias and summer
2009)
More interestingly De Bonolsquos ―Six Thinking Hats is beneficial for developing the creativity
of learners and can be applied in science and technology classes (Orphan and Kadar 2014)
The Six- Thinking Hats model creates six parallel thinking models which correspond to the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
4
primary thought modes of objective subjective critical and creative thinking within a
comprehensive framework that allows the thinker to direct attention to the desired thinking
mode The BRM and Six Thinking Hats theory and practice instructs many teachers to utilize
them in academic education (Khine and Lourdusamy 2003)
3 Methods
The main study method is a quasi-experimental design with a control trial On the subject
course and synchronous matching experiment sixty-nine undergraduate students in different
grades who enrolled in the College of Animal Science at South China Agricultural University
participated in the project The participants were randomly divided into three large groups
based on classes and divided into 13 small groups with 5-6 students each who responded to the
questionnaire in a flipped classroom with BRM and ―Six Thinking Hats To construct a
discussion section group I was assigned to search the data information and task items while
group II was assigned to be the control group to only read the textbook and build a basic
conceptual framework of the scientific issues The participants were asked to answer a list of
questions not only to participate in the theoretic class but also to complete the synchronous
insect scientific experiments In general when one group chose to try to prove or illustrate the
theory with information the other group took the opposite position to raise critical views on the
questions Through positive and negative discussions the conceptions and disciplines are more
sufficiently understood by the students themselves In the case of discussing the questions in
detail a flipped classroom heuristic teaching integrating direct instructions with a
problem-based learning approach (Winarno et al 2018) and BRM are frequently used among
the pedagogies
31 Understanding professional vocabulary abilities
Vocabulary learning strategies are typically most studentslsquo favorite aspect and these strategies
use the dictionary and studentslsquo cognitive and meta cognitive memory some students use
determination and guessing from the context Quizzes of vocabulary are always administered
before the class begins Fellow students are divided into couples in a group to play asking and
answering vocabulary games at the English Corner outside the classroom After the course
tests of the professional vocabulary of insect science were conducted in a final examination
The vocabulary scores were analyzed by SPSS statistical software to distinguish the difference
among the classes and grades of students together with their final exam
32 Comprehensive knowledge points
A knowledge point is a basic unit of teaching content and is an indispensable foundation of
teaching activities Structure knowledge points can be parent-child sibling dependence and
the association relationship model (Li 2014) Structure knowledge points might be a
conceptual framework essential knowledge and even a typical case that reflects a scientific
principle Basic principles of Insect Physiology and Biochemistry are scattered and even
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
5
hidden in the cases or textbook which is the main logic of the curriculum In a synchronous
experiment class students were organized into groups to change the thinking model to initiate
BRM creative and innovative thinking and to discover the knowledge points Some of the
students who prepared before class showed a cheerful countenance when they read the question
in contrast other students struggled to answer the question and needed the guidance of the
teacher or an example to follow from other classmates in the groups To estimate the degree of
understood knowledge points we usually draw an outline of the question and the epigenetic
data or phenomena of a silkworm for example Through a group discussion in the BRM style
students can develop their creative thinking abilities that encourage their expression of ideas
In this study the Daily Performance scores are calculated according to the Educational
Administration Provisions of the university These scores include 5 for class attendance 20
for quizzes in the classroom 25 for homework and 50 for the final exam A final
closed-book examination of the course was administered at the end of the term The
propositional rules included testing the professional vocabulary and the abilities of listening
speaking reading and writing where an English thinking model was emphasized In terms of
the final exam 100 scores were assigned in professional vocabulary with 20 points in the form
of ―Fill in the blank while ―Judgments contained 10 small pieces of knowledge points with 1
point each which were easily conceptually confused in the course Moreover 10 points of
―Comprehensive essays ask the participants to choose one correct answer from five possible
answers to complete the sentence statements after they read short descriptions ―Translation is
usually assigned 20 points and requires students to intertranslate insect science principals
especially frontier achievements in English or Chinese The fifth examination question with
40 points is ―Essay questions which normally contain two or three minor topics The scores
that the students receive are critically calculated depending on the correct degrees of
knowledge points and then an SPSS statistical analysis is conducted to analyze the differences
among the different classes and grades of the students
33 Physical and biochemical insect cases
In the historical insect studies many cases are typical examples of heuristic and
problem-solving methodologies that require creative and innovative thinking The cases
represent advanced studies in the field of insect physiology or biochemistry at the time and the
discoveries still greatly influence future generations For example the French anatomist
Lyonet described a pair of minute organs located within the thorax of caterpillars as
―granulated vessels in 1762 It was unbelievably remarkable as Fleming observed that the
description of such organs had been forgotten for as long as 187 years This description had
been buried in the literature that pertains to insect anatomy until it was rediscovered by various
investigators These organs which are currently known as the ―prothoracic glands are among
the most important endocrine glands in insects Many other insect scientists have achieved
many theoretic innovations based on the careful observation of phenomena The following
examples are similar to golden of clues for insect studies
Huberlsquos discoveries on the mating of queens
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
6
Morganlsquos work on the chromosome theory of heredity of Dmelanogaster
Malpighilsquos study on the Malpighian tubule system
Wigglesworthlsquos research on the juvenile hormones of insects
Kar von Frischlsquos observations on honey bee dances
Hoffmann et allsquos achievement on insectslsquo innate immunity
Hall et allsquos discoveries of the molecular mechanisms that control the circadian rhythm
Nagasawalsquos discovery of Bombyxin in Bombymori and other scientistslsquo findings of
Bombykal and pheromone binding proteins from this model insect
The pioneering achievements in journals are usually chosen in the form of one or two
short essays such as the discoveries of the Nobel Prizes in physiology and medicine that relate
to the story of autophagy circadian rhythms and innate immunity of insects
Table 1 Flipped-classroom discussion about Huberlsquos discoveries in a revised TPA designation
TPA Code Participants response Score
Claims M Queens are physically inseminated by drones outside the confines of hives 1
Qualifier FPM (1) The queen may live for up to three years or more
(2) Nurse bees set about constructing emergency queen cells after splitting
1
FPM 1
Evidence FPCM
Swammerdam Reacuteaumur Huber and Burnens dissected bees under the
microscope and observations 1
FPM Mating takes place at some distance from the hive 1
Warrants FPM (1) Beelsquos activities within hives
(2) The queenlsquos life cycle and characters including mating behavior
1
FPCM 1
Backings
FPCM
(1) Reacuteaumur and Huber constructed and improved glass walled observation
(2) The queen is fed a larger amount of royal jelly and secretes ―Queen
substances
1
FPCM 1
Rebuttals
FPC
(1) No one had ever witnessed the mating of a queen and drone and many
theories held that queens were ―self-fertile
(2) Other scholars believed that a vapor or miasma fertilized queens
1
FPC 1
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
4
primary thought modes of objective subjective critical and creative thinking within a
comprehensive framework that allows the thinker to direct attention to the desired thinking
mode The BRM and Six Thinking Hats theory and practice instructs many teachers to utilize
them in academic education (Khine and Lourdusamy 2003)
3 Methods
The main study method is a quasi-experimental design with a control trial On the subject
course and synchronous matching experiment sixty-nine undergraduate students in different
grades who enrolled in the College of Animal Science at South China Agricultural University
participated in the project The participants were randomly divided into three large groups
based on classes and divided into 13 small groups with 5-6 students each who responded to the
questionnaire in a flipped classroom with BRM and ―Six Thinking Hats To construct a
discussion section group I was assigned to search the data information and task items while
group II was assigned to be the control group to only read the textbook and build a basic
conceptual framework of the scientific issues The participants were asked to answer a list of
questions not only to participate in the theoretic class but also to complete the synchronous
insect scientific experiments In general when one group chose to try to prove or illustrate the
theory with information the other group took the opposite position to raise critical views on the
questions Through positive and negative discussions the conceptions and disciplines are more
sufficiently understood by the students themselves In the case of discussing the questions in
detail a flipped classroom heuristic teaching integrating direct instructions with a
problem-based learning approach (Winarno et al 2018) and BRM are frequently used among
the pedagogies
31 Understanding professional vocabulary abilities
Vocabulary learning strategies are typically most studentslsquo favorite aspect and these strategies
use the dictionary and studentslsquo cognitive and meta cognitive memory some students use
determination and guessing from the context Quizzes of vocabulary are always administered
before the class begins Fellow students are divided into couples in a group to play asking and
answering vocabulary games at the English Corner outside the classroom After the course
tests of the professional vocabulary of insect science were conducted in a final examination
The vocabulary scores were analyzed by SPSS statistical software to distinguish the difference
among the classes and grades of students together with their final exam
32 Comprehensive knowledge points
A knowledge point is a basic unit of teaching content and is an indispensable foundation of
teaching activities Structure knowledge points can be parent-child sibling dependence and
the association relationship model (Li 2014) Structure knowledge points might be a
conceptual framework essential knowledge and even a typical case that reflects a scientific
principle Basic principles of Insect Physiology and Biochemistry are scattered and even
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
5
hidden in the cases or textbook which is the main logic of the curriculum In a synchronous
experiment class students were organized into groups to change the thinking model to initiate
BRM creative and innovative thinking and to discover the knowledge points Some of the
students who prepared before class showed a cheerful countenance when they read the question
in contrast other students struggled to answer the question and needed the guidance of the
teacher or an example to follow from other classmates in the groups To estimate the degree of
understood knowledge points we usually draw an outline of the question and the epigenetic
data or phenomena of a silkworm for example Through a group discussion in the BRM style
students can develop their creative thinking abilities that encourage their expression of ideas
In this study the Daily Performance scores are calculated according to the Educational
Administration Provisions of the university These scores include 5 for class attendance 20
for quizzes in the classroom 25 for homework and 50 for the final exam A final
closed-book examination of the course was administered at the end of the term The
propositional rules included testing the professional vocabulary and the abilities of listening
speaking reading and writing where an English thinking model was emphasized In terms of
the final exam 100 scores were assigned in professional vocabulary with 20 points in the form
of ―Fill in the blank while ―Judgments contained 10 small pieces of knowledge points with 1
point each which were easily conceptually confused in the course Moreover 10 points of
―Comprehensive essays ask the participants to choose one correct answer from five possible
answers to complete the sentence statements after they read short descriptions ―Translation is
usually assigned 20 points and requires students to intertranslate insect science principals
especially frontier achievements in English or Chinese The fifth examination question with
40 points is ―Essay questions which normally contain two or three minor topics The scores
that the students receive are critically calculated depending on the correct degrees of
knowledge points and then an SPSS statistical analysis is conducted to analyze the differences
among the different classes and grades of the students
33 Physical and biochemical insect cases
In the historical insect studies many cases are typical examples of heuristic and
problem-solving methodologies that require creative and innovative thinking The cases
represent advanced studies in the field of insect physiology or biochemistry at the time and the
discoveries still greatly influence future generations For example the French anatomist
Lyonet described a pair of minute organs located within the thorax of caterpillars as
―granulated vessels in 1762 It was unbelievably remarkable as Fleming observed that the
description of such organs had been forgotten for as long as 187 years This description had
been buried in the literature that pertains to insect anatomy until it was rediscovered by various
investigators These organs which are currently known as the ―prothoracic glands are among
the most important endocrine glands in insects Many other insect scientists have achieved
many theoretic innovations based on the careful observation of phenomena The following
examples are similar to golden of clues for insect studies
Huberlsquos discoveries on the mating of queens
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
6
Morganlsquos work on the chromosome theory of heredity of Dmelanogaster
Malpighilsquos study on the Malpighian tubule system
Wigglesworthlsquos research on the juvenile hormones of insects
Kar von Frischlsquos observations on honey bee dances
Hoffmann et allsquos achievement on insectslsquo innate immunity
Hall et allsquos discoveries of the molecular mechanisms that control the circadian rhythm
Nagasawalsquos discovery of Bombyxin in Bombymori and other scientistslsquo findings of
Bombykal and pheromone binding proteins from this model insect
The pioneering achievements in journals are usually chosen in the form of one or two
short essays such as the discoveries of the Nobel Prizes in physiology and medicine that relate
to the story of autophagy circadian rhythms and innate immunity of insects
Table 1 Flipped-classroom discussion about Huberlsquos discoveries in a revised TPA designation
TPA Code Participants response Score
Claims M Queens are physically inseminated by drones outside the confines of hives 1
Qualifier FPM (1) The queen may live for up to three years or more
(2) Nurse bees set about constructing emergency queen cells after splitting
1
FPM 1
Evidence FPCM
Swammerdam Reacuteaumur Huber and Burnens dissected bees under the
microscope and observations 1
FPM Mating takes place at some distance from the hive 1
Warrants FPM (1) Beelsquos activities within hives
(2) The queenlsquos life cycle and characters including mating behavior
1
FPCM 1
Backings
FPCM
(1) Reacuteaumur and Huber constructed and improved glass walled observation
(2) The queen is fed a larger amount of royal jelly and secretes ―Queen
substances
1
FPCM 1
Rebuttals
FPC
(1) No one had ever witnessed the mating of a queen and drone and many
theories held that queens were ―self-fertile
(2) Other scholars believed that a vapor or miasma fertilized queens
1
FPC 1
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
5
hidden in the cases or textbook which is the main logic of the curriculum In a synchronous
experiment class students were organized into groups to change the thinking model to initiate
BRM creative and innovative thinking and to discover the knowledge points Some of the
students who prepared before class showed a cheerful countenance when they read the question
in contrast other students struggled to answer the question and needed the guidance of the
teacher or an example to follow from other classmates in the groups To estimate the degree of
understood knowledge points we usually draw an outline of the question and the epigenetic
data or phenomena of a silkworm for example Through a group discussion in the BRM style
students can develop their creative thinking abilities that encourage their expression of ideas
In this study the Daily Performance scores are calculated according to the Educational
Administration Provisions of the university These scores include 5 for class attendance 20
for quizzes in the classroom 25 for homework and 50 for the final exam A final
closed-book examination of the course was administered at the end of the term The
propositional rules included testing the professional vocabulary and the abilities of listening
speaking reading and writing where an English thinking model was emphasized In terms of
the final exam 100 scores were assigned in professional vocabulary with 20 points in the form
of ―Fill in the blank while ―Judgments contained 10 small pieces of knowledge points with 1
point each which were easily conceptually confused in the course Moreover 10 points of
―Comprehensive essays ask the participants to choose one correct answer from five possible
answers to complete the sentence statements after they read short descriptions ―Translation is
usually assigned 20 points and requires students to intertranslate insect science principals
especially frontier achievements in English or Chinese The fifth examination question with
40 points is ―Essay questions which normally contain two or three minor topics The scores
that the students receive are critically calculated depending on the correct degrees of
knowledge points and then an SPSS statistical analysis is conducted to analyze the differences
among the different classes and grades of the students
33 Physical and biochemical insect cases
In the historical insect studies many cases are typical examples of heuristic and
problem-solving methodologies that require creative and innovative thinking The cases
represent advanced studies in the field of insect physiology or biochemistry at the time and the
discoveries still greatly influence future generations For example the French anatomist
Lyonet described a pair of minute organs located within the thorax of caterpillars as
―granulated vessels in 1762 It was unbelievably remarkable as Fleming observed that the
description of such organs had been forgotten for as long as 187 years This description had
been buried in the literature that pertains to insect anatomy until it was rediscovered by various
investigators These organs which are currently known as the ―prothoracic glands are among
the most important endocrine glands in insects Many other insect scientists have achieved
many theoretic innovations based on the careful observation of phenomena The following
examples are similar to golden of clues for insect studies
Huberlsquos discoveries on the mating of queens
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
6
Morganlsquos work on the chromosome theory of heredity of Dmelanogaster
Malpighilsquos study on the Malpighian tubule system
Wigglesworthlsquos research on the juvenile hormones of insects
Kar von Frischlsquos observations on honey bee dances
Hoffmann et allsquos achievement on insectslsquo innate immunity
Hall et allsquos discoveries of the molecular mechanisms that control the circadian rhythm
Nagasawalsquos discovery of Bombyxin in Bombymori and other scientistslsquo findings of
Bombykal and pheromone binding proteins from this model insect
The pioneering achievements in journals are usually chosen in the form of one or two
short essays such as the discoveries of the Nobel Prizes in physiology and medicine that relate
to the story of autophagy circadian rhythms and innate immunity of insects
Table 1 Flipped-classroom discussion about Huberlsquos discoveries in a revised TPA designation
TPA Code Participants response Score
Claims M Queens are physically inseminated by drones outside the confines of hives 1
Qualifier FPM (1) The queen may live for up to three years or more
(2) Nurse bees set about constructing emergency queen cells after splitting
1
FPM 1
Evidence FPCM
Swammerdam Reacuteaumur Huber and Burnens dissected bees under the
microscope and observations 1
FPM Mating takes place at some distance from the hive 1
Warrants FPM (1) Beelsquos activities within hives
(2) The queenlsquos life cycle and characters including mating behavior
1
FPCM 1
Backings
FPCM
(1) Reacuteaumur and Huber constructed and improved glass walled observation
(2) The queen is fed a larger amount of royal jelly and secretes ―Queen
substances
1
FPCM 1
Rebuttals
FPC
(1) No one had ever witnessed the mating of a queen and drone and many
theories held that queens were ―self-fertile
(2) Other scholars believed that a vapor or miasma fertilized queens
1
FPC 1
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
6
Morganlsquos work on the chromosome theory of heredity of Dmelanogaster
Malpighilsquos study on the Malpighian tubule system
Wigglesworthlsquos research on the juvenile hormones of insects
Kar von Frischlsquos observations on honey bee dances
Hoffmann et allsquos achievement on insectslsquo innate immunity
Hall et allsquos discoveries of the molecular mechanisms that control the circadian rhythm
Nagasawalsquos discovery of Bombyxin in Bombymori and other scientistslsquo findings of
Bombykal and pheromone binding proteins from this model insect
The pioneering achievements in journals are usually chosen in the form of one or two
short essays such as the discoveries of the Nobel Prizes in physiology and medicine that relate
to the story of autophagy circadian rhythms and innate immunity of insects
Table 1 Flipped-classroom discussion about Huberlsquos discoveries in a revised TPA designation
TPA Code Participants response Score
Claims M Queens are physically inseminated by drones outside the confines of hives 1
Qualifier FPM (1) The queen may live for up to three years or more
(2) Nurse bees set about constructing emergency queen cells after splitting
1
FPM 1
Evidence FPCM
Swammerdam Reacuteaumur Huber and Burnens dissected bees under the
microscope and observations 1
FPM Mating takes place at some distance from the hive 1
Warrants FPM (1) Beelsquos activities within hives
(2) The queenlsquos life cycle and characters including mating behavior
1
FPCM 1
Backings
FPCM
(1) Reacuteaumur and Huber constructed and improved glass walled observation
(2) The queen is fed a larger amount of royal jelly and secretes ―Queen
substances
1
FPCM 1
Rebuttals
FPC
(1) No one had ever witnessed the mating of a queen and drone and many
theories held that queens were ―self-fertile
(2) Other scholars believed that a vapor or miasma fertilized queens
1
FPC 1
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
7
Note The revised TPA designation comprises 10 factual subjects 6 conceptual items 10
procedural items and 9 metacognitive items M Metacognitive F Factual P Procedural C
Conceptual
The above successful cases are creative and innovative events that could be used for references
and literature-based learning (Henry and McInnes 2017) In a flipped classroom the cases
were meticulously designed and prepared as teaching materials under the guidance of
pedagogies to show the process of creative thinking in a layer-by-layer cocoon-stripping
manner However only an imitate tutorial causelsquos students not to think about innovative
abilities For example ―Huberlsquos discoveries on the mating of queens is a questionnaire
designed according to TPA (Toulmin 2003) as shown in Table 1 and coded with revised TPA
designations The students were divided into 13 groups and each group had a question and
discussed it in the context of the categories The assistants helped to code cross-check and
revise the argumentation to collect the data and to record the scores All students in the groups
who provided sufficient information and fully proved the argument can obtain a high score
The discussion of every item was estimated based on Bloomlsquos digital knowledge dimension
(Bloom et al 1956) and the revised version (Anderson and Krathwohl 2001 Lee et al 2017)
According to Bloomlsquos theory and revised version the taxonomy comprises 6 categories of
objectives from the simplest to the most advanced which are ―Knowledge Comprehension
Application Analysis Synthesis and Evaluation while the revision accordingly proposed a
two-dimensional approach of knowledge dimensions and the cognitive process to map
cognitive development Thus knowledge was classified into four levels ―Factual Conceptual
Procedural and Metacognitive and into six categories of cognitive processes namely
Remember Understand Apply Analyze Evaluate and Create
34 BRM experiment
BRM techniques have been widely used in higher education to develop individual
studentslsquo creative and innovative thinking Given the experiment of the ―Determination of
transaminase activity in the silk glands of Bombyxmori we tried the procedures in an I-G-I
model
In this experiment we aimed to lead the studentlsquos touse their imaginations in a heuristic
manner and to provide their views on a specific question from different angles As expected
before the class different answers emerged at different levels and presented a great variety of
ideas because BRM does not exclude strange erroneous thoughts or misconceptions The ideas
not described in the ―Insect Physiological and Biochemical Experimental Guidance are
viewed as creative thinking For instance if the reaction is conducted under inorganic
conditions the enzymes on other substrates are fixed etc and the experimental procedures
could be improved At the end of the BRM section the students were asked to individually rank
the operational experiment procedures of the class at the level of Original Flexible Persistence
and Quality (Nijstad et al 2010) on a 5-point Likert-type scale (Likert 1932 Goumlccedilmen and
Coşkunb 2019) that ranged from 0-4for each instruction question
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
8
35 Creative and innovative thinking
Six Thinking Hats helped the group to examine problems from different perspectives one at
a time to avoid confusion from too many angles that would crowd thinking The students in a
group practiced parallel thinking in which everyone thinks about the same question with the
same condition and they face the same challenge However real creative and innovative
thinking could be evaluated with the number of Original Flexible Persistence and Quality
ideas and analyzed according to the categories and subcategories of the ideas which points to
cognitive flexibility and persistence
The target items regarding ―DNA extraction from silkworm and mulberry were required to be
completed in 20 min and were assigned to Group I as shown in Table 2 while Group II was
assigned to be the nominal group as the control to discuss the question in a flipped classroom
manner The ―hat color was randomly assigned to the students and the color required the
students to focus on creative generative thinking and to facilitate thinking concerning the
corresponding model Flexible persistent and quality ideas were extracted from each
participant and evaluated There are 20 items with different degrees of difficulty which are
assigned 1-2 points each and the average scores were collected in the group Each ―hat sums
to 5 points of quality ideas based on the evaluation points of the items that include 1 point
added to their response speed and the total marks were calculated on a 20-point Likert-type
scale that ranged from 0-20
Color Definition Studentslsquo thinking process on the case
Facts figures
and information
Analyze available information of DNA extraction protocol past trends and
try to find more referable information
Emotionsfeelings
hunches intuition
Although it is difficult to decide the same procedures due to specific
species the materials are all in fact eukaryotes
Cautiontruth
judgment critical
Note that some information on the DNA extraction from eukaryotes could
be used in the experiment but what is critical is how to lyse the different
cells of silkworms and mulberries to release DNA and isolate it from
impurities such as proteins and RNA It is also critical to isolate nucleic
acids from proteins A centrifuge is an important piece of equipment in the
experiment
Advantages benefits
savings
The most advantageous method of lysing cells is grinding the materials
under an extremely low temperature to maintain the activities of chemicals
and further incubating the materials in a trypsin solution to lyse the cells
extract the nucleic acids with tris-balanced phenol and chloroform to
remove most proteins precipitate the nucleic acids with prechilled
anhydrous ethanol and remove the RNA with RNase
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
9
Exploration proposals
creativity and new
ideas
Given the information of DNA extraction the procedures of DNA
extraction are similar to the treatment of samples and isolation Creative
experiments in sericulture which simultaneously involve insect and plant
science in the same class
Control organizing The thinking process focuses on DNA extraction with different materials
This process is useful for students who major in sericulture
36 Research on the teaching and learning effects of the course
After the course was finished the students were asked to complete an electronic answer sheet
that includes40 questions about the course using 7 points of Likert-type scale coding from 1-7
The contents are categorized by eight contents classified into affective and cognitive
components including in-class activity (ICA) out-of-class activity (OCA) feedback (FBK
ie homework exercises and stage examinations) and performing technology (TEC) the
other four items include knowledge (KNL) skill (SKL) innovative thinking (ITK) and
satisfaction (SAT) By hypothesizing that ICA OCA FBK and TEC we performed daily in
teaching processes basically reflected the studentslsquo KNL and SKL the project focused on
BRM and ITK as the main targets which finally influenced the SAT of the participants As
there was only a small sample collection that did not impose distributional assumptions on the
data partial least squares structural equation modeling (PLS-SEM) is particularly used for
exploratory research settings The measurement scale referred to the 4D_FLIPPED
measurement model (Murillo et al 2019)By running SPSS software the standard factor
loadings (λ) and Cronbachlsquos α values were evaluated Then the average variance extracted
(AVE) and composite reliability index (CRI) can be calculated with the following formulas
119860119881119864 = 120582119894119899119894=1
2119899 (Sarstedt et al 2019) andCRI =
( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+( (120579119894 )119899
119894=1 )
(Bagozzi and Yi 1988) or 119862119877119868 =( 120582119894 )119899119894=1
2
( 120582119894 )119899119894=1
2+119899minus (120582119894 )119899
119894=12 (Biemer et al 2009)
Where n is the number of variables and θi is the standard error variance
After the above indexes have been confirmed as reliable and valid the structure model should
be constructed Considering the characters of our performance and data collection the
measurement model should be reflective of a specified model that uses a correlation weight to
estimate the PLS path ie reflective-reflective and formative-reflective types (Fig2) The
data analysis steps were followed by Murillo et al (2019) and Sastedt et al (2019) by using
SPSS and manually computing According to the measurement structure model BRM can be
conceptualized as a higher-order construct that comprises the two lower-order components of
KNL and SKL Therefore we construct a reflective-reflective type of higher-order construct
By manually computing the data the reliability and validity of the statistical analysis and
discriminate validity were calculated by the formula described by Sastedt et al (2019)
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
10
Fig 2 Original construct model
4 Results
41 Professional vocabulary and comprehensive knowledge points
The results of the closed-book examination (Figs3-7) indicated that nearly almost all students
understood the required professional vocabularies however they also revealed that no one
completed the blanks perfectly and most students scored 6 to 14 points at the middle level The
students also did not clearly understand the insect science principals and concepts as more than
15 students scored lower than 50 and few students had positive thoughts on the knowledge
points This result was further demonstrated by the third topic of the exam namely the
comprehension part The largest portion of students scored at the middle range from 6-9 points
but unlike the judgment topic some students answered the questions perfectly This result
reflects a great improvement of the topic of the intertranslation title The students are
accustomed to thinking of the words and sentences in the English model and most of these
students gained 14~19 points Of course it seemed difficult to obtain fully correct answers
The essay questions mainly evaluated more comprehension abilities which requires the
students grasp the conceptual framework the principals of insect science and innovative
thinking Some of the students achieved more than 50 of the scores Furthermore eliminating
the low degree of difficulty of test paper in every grade the scores are statistically analyzed by
SPSS A paired samples t test analysis revealed that there are no significant differences
between the classes and grades (at Plt005) Table 3 presents the results of the t-tests on the
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
11
total scores that reflect that the tests are fair critical and they represent an understanding of
insect science after the course is completed
Fig 3 Score distributions in the Professional Vocabulary test with 20 points on the final exam
Fig 4 Score distributions in the Judgment test with 10 points on final exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
12
Fig 5 Studentslsquo achievement in the Comprehension test with 10 points on the final exam
Fig 6 Student numbers and their scope in the Intertranslation test with 20 points on the final
exam
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
13
Fig 7 The effects of the students learning on the Essay Questions test with 40 points on the
final exam
Table 3 Paired samples t test of the total marks at the end of the terms
Paired Differences
t df P Mean SD Std Error Mean
Class I - Class II -1650 11198 250397 -659 19 518ns
Class III -Class I -6770 22543 470043 -1440 22 164 ns
Class II - Class III 9235 20863 466502 1980 19 062 ns
Note ns represent no significant levels at Plt 005
42 Flipped classroom discussion based on revised TPA
The flipped classroom discussion in the TPA designation comprised 10 factual subjects 6
conceptual items 10 procedural items and 9 metacognitive items If students suggested a new
idea to assess the issues such as a demonstration procedure never described before then the
scores were added to the group such as modern technologies such novel ideas included a
DNA footmark testing the activities of special enzymes etc as evidence for procedural proof
and applying factual conceptual procedural and metacognitive strategies to illustrate their
views on the subjects Not creating factual conceptual and metacognitive ideals are marked
zero
First SPSS analysis revealed that the reliability index Cronbachs α of Groups I and II is 0959
and 0957 respectively This finding indicates validity satisfaction The ANOVA showed a
significant difference at Plt 001 in both the individual group correlation coefficients in the
single and average measures Second if Metacognitive was considered the target of conceptual
teaching the collinearity statistics reveal that the variance inflation factor (VIF) of Factual
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
14
Conceptual and Procedure in Group I are 6930 7900 and 5741 and in Group II they are
11476 8174 and5422 respectively Otherwise the VIF could be estimated by a weighted
least squares analysis where we found the R2 of Groups I and II to be 0884 and 0871
respectively which indicates that the regression of Group I is better than Group II
Interestingly the standardized coefficients β revealed that the Factual negative affects the
Metacognitive in both groups (Factual β = -1654 and -2497 respectively) Third concerning
the cognitive processes the t Test revealed that there are significant differences at P lt 001
among Remember Understand Analyze and Evaluate in the two groups There are no
significant differences between Apply and Create This result indicates that the participants
showed variable abilities to Remember Understand Analyze and Evaluate the knowledge but
weak abilities in applying the knowledge and creating new ways to prove the ideas On the
level of the knowledge dimension the SPSS analysis suggested that there are significant
differences among all cognitive processes at P lt 005 (Table 4) in every learning step of
knowledge The results revealed that all participants have difficulties in proving the conceptual
framework of Huberlsquos discoveries applying the knowledge finding new information and
thinking creatively about the issue
When we compared the scores between the groups by using a paired-sample t test it showed
that there are significant differences between the groups in Remember Understand and
Evaluate at Plt 001 and in Analyze at Plt 005 but there are no significant differences between
the groups in Apply and Create This result indicates that the students who were randomly
divided into different groups and faced the same question might respond differently
Table 4 SPSS analysis of the scores in the discussion with a revised TPA flipped-classroom
Items
Mean SD t P
Group I Group II Group I Group II Group I Group II Group I Group II
Remember 29950 22025 7846 6699 7635 6575 0005 0007
Understand 33925 25650 1986 2009 34171 25533 0000 0000
Apply 2325 4375 0854 4826 5446 1813 0012 167
Analyze 26025 19250 7556 5251 6888 7331 0006 0005
Evaluate 31650 24700 5690 4243 11125 11644 0002 0001
Create 0625 0375 1250 0750 1000 1000 391 391
Note
indicates significant differences at Plt 001 and indicates significant differences at
Plt 005
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
15
43 BRM experiment
In BRM a conceptual framework could not be renewed and raised by the students however
they performed Flexible Persistence and some Quality ideas well There are significant
differences between the scores of the three classes considering the level of Flexible and
Persistence ideas at Plt 001 but the scores of Quality ideas were at Plt 005 (Table 5)
Table 5 SPSS analysis of the scores in the performance of BRM on ideas and class levels
Mean SD t df P
Original 0000 0000a
Flexible 119333 13317 15521 2 0004
Persistence 70000 6928 17500 2 0003
Quality 36000 6928 9000 2 0012
a t cannot be computed because the standard deviation is 0 represents a significant
difference at Plt 001 represents a significant difference at the 005 level (Plt 005)
44 Creative and innovative thinking
To evaluate the thinking effectiveness the scores of Original Flexible Persistence and
Quality ideas regarding the question of ―DNA extraction from animal and plant materials
were recorded according to the studentslsquo performance In terms of the thinking speed there are
significant differences at Plt 005 among the four paired hats ie red hat and yellow hat black
hat and green hat yellow hat and blue hat and yellow hat and control There are no significant
differences between the other thinking hats For convenience in comparisons we calculated the
scores of the students under each hat color (Fig8) and conducted an SPSS analysis The
Pearson correlation between the scores of every hat color is 0866~0993 but it is lower
between the scores of the Six Thinking Hats and the control as they are unrelated The Pearson
correlation between the average scores of the three classes is 0990~0993 which means that
three classes performed the technology in the same manner Quality ideas were generated more
frequently by the yellow color The SPSS analysis showed that there are significant differences
at Plt 001 among the yellow white black blue and control groups Another unusual hat color
is blue because of the few ideas generated but it only drew a conclusion from the other five
thinking hats There are significant differences at Plt 001 between blue and white red black
and yellow Significant differences were still observed at Plt 005 between the control and red
white and black yellow and red and yellow and green hats The results suggested that the Six
-Thinking Hats technology generated higher quality and more creative ideas than the
technology of a flipped classroom alone and it promoted the students to consider the issue
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
16
more quickly for the group effects The data also showed that there are significant differences
at P lt 001 between white and blue white and the control group and the black and blue hats and
significant differences at P lt 005 between red and black red and blue yellow and blue and
yellow and the control Accordingly the yellow hat plays an important role in the Six Thinking
Hats technology On the other hand the blue hat was the organizer who generated few but
quality ideas that were also crucial to the technology
Fig 8 Comparison of the scores for the number of ideas generated by different hat colors and the control
45 Investigation of the studentsrsquo view on the effects of the course
451 The measurement model
The results of the PLS-SEM techniques analysis based on SPSS and the calculation by
formulas showed that all of the factor loadings were greater than 06 All indicator loadings
were higher than their respective cross loadings which provide further evidence of
discriminate validity The loading values are considered to be acceptable in exploratory
research Convergent validity is assessed by the average variance extracted (AVE) for all items
associated with each construct The AVE value in the research ranged from 0786-0948 This
indicates that on average the construct explains over 50 of the variance of its items
For the composite reliability indexes (CRI) the values ranged from 0948 to 0989 which is
greater than 07 and is a desirable reliability for these latent variables (Bagozziand Yi 1988)
Furthermore the criterion demonstrated that all AVE values for the reflective constructs were
higher than the squared interconstruct correlations which indicates discriminate validity
(Fornell and Larcker 1981)The Cronbachs α ranged from 0838 to 0968 indicating the
internal consistency of the scale which is excellent The itemslsquo Cronbachs α index is
excellent at 0992 All of the data were analyzed by SPSS software that ran 5000
bootstrapping subsamples and the original sampleslsquo t-test values had a significant difference
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
17
at Plt 001 Similarly Table 6 shows the AVE values on the diagonal and squared
interconstruct correlations of the diagonal
Table 6 Correlation coefficients and discriminant validity
represents significant differences P lt 001
P lt 005Italics along the diagonal represent
the square root of AVE Correlation coefficients were calculated based on the average
correlation matrix of all original variables
Following the second-order measurement model related to the 4D-FLIPPED classroom
measurement scale the second-order variable was specified with all twenty indicators of the
ICA OCA FBK and TEC The total values of the AVE CRI and Cronbachs α for the item
variables were 0859 0967 and 0992 respectively After an analysis of all original data
factor loadings correlation coefficients and significance levels the results showed that the
indicators are acceptable and reliable
452 Structure model
As Sastedt et al (2019) suggested that if we use the standard repeated indicators approach to
identify the higher-order construct we would find that KNL and SKL explain nearly almost
entire variance of ITK and SAT (R2=1) To analyze the causal relationships in the predicted
model we conceptualized a reflective-reflective higher-order construct of studentslsquo BRM The
hypothesis of BRM and ITK are based on the lower-order components of ICA OCA FBK and
TEC The results in Table 7 show that the measure of KNL yield satisfactory levels of
convergent validity in terms of AVE (0948) and internal consistency reliability (CRI = 0989
Cronbachs α = 0917 reliability metric = 0925) similarly the measure of SKL exhibit
convergent validity (AVE = 0921) and other index reliability is shown in CRI = 0983
Cronbachs α = 0838 reliability metric = 0980
ICA OCA FBK TEC KNL SKL ITK SAT
ICA 0897
OCA 0809 0887
FBK 0826 0826 0941
TEC 0844 0820 0843 0908
KNL 0850 0861 0924 0874 0974
SKL 0878 0852 0889 0875 0906 0960
ITK 0795 0784 0851 0805 0879 0864 0903
SAT 0800 0791 0895 0817 0928 0880 0867 0940
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
18
The AVE of BRMis derived from loading 0611 for KNL and 0911 for SKL according to the
formula Similarly the Cronbachs α CRI and Reliability Metric index of BRM were manually
computed based on the lower-order component of KNL and SKL (Table 7) We found that all
indexes are satisfactorily valid and strongly support the previous hypothesis
Table 8 Discriminant validity assessment by using the HTMT criterion
KNL SKL ITK BRM SAT
KNL
SKL 0879
ITK 0928 0867
BRM - 0805 0972
SAT 0906 0864 0880 -
represents significant differences P lt 001
P lt 005
Then we calculated the discriminant validity by using the HTMT criterion (Heterotrait Hetero
method Correlation Table 8) which is the mean value of the item correlations across
constructs The high-order constructslsquo HTMT are equal to the correlations between
lower-order components was generated by SPSS and manual computing) After analyzing the
structure model using bootstrapping with 5000 subsamples we found that all structural model
relationships are significant at Plt 001
Fig 9 shows that ICA OCA FBK and TEC are the main influencing factors of BRM and in
particular SKL has a strong effect on BRM (0911) In comparison KNL has a relatively weak
effect on BRM (0611) but is still larger than 05 which indicates the effectiveness is valid The
effect of BRM is strongly related to ITK (0755) The direct relationship between ITK and SAT
(0751) is stronger than the direct relationship between BRM and SAT (0259) The results
confirmed that the studentslsquo satisfaction is principally affected by ITK but not by BRM This
finding might be largely because BRM does not limit whether the generated ideas are useful or
Table 7 Reliability and validity statistics
Cronbachs α CRI AVE Reliability metric
KNL 0917 0989 0948 0925
SKL 0838 0983 0921 0980
ITK 0968 0957 0816 0972
BRM 0864 0744 0602 0761
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
19
practicable The R2 values of all the dependent latent variables for BRM ITK and SAT are
0830 0901 and 0786 respectively
Fig 9 Reflective-reflective stage two specification of the BRM and PLS-SEM results
Finally we calculated the cross-validated redundancy (Q2) for the high-order constructs of
BRM ITK and SAT which are 0567 0503 and 0666 respectively The Q2
values larger than
zero for a particular endogenous construct indicate that the path modellsquos predictive accuracy is
acceptable (Sarstedt et al 2014) Our data analysis confirms that all structural model
evaluation results are satisfactory (Table 9)
Table 9 Estimate results of the structure model
Control relationships SD coefficient β t
Average rarr
KNL 970 8862
SKL 989 15257
ITK 997 28901
SAT 949 6740
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
20
Model relationships Effects t
ICA rarr BRM 0252 13220
OCA rarr BRM 0254 8891
FBK rarrBRM 0249 19214
TEC rarrBRM 0255 9002
BRM rarrITK 0755 19588
BRM rarrSAT 0259 8586
ITK rarrSAT 0751 8586
Latent variable R2 Q2
BRM 0830 0567
ITK 0901 0503
SAT 0786 0666
represents significant differences at P lt 001
P lt 005
5 Discussion
General speaking young studentlsquos reject traditional teaching We tried different pedagogies in
classroom teaching and out-of-classroom activities This paper explored the entire processes of
the teaching curriculum activities of flipped classroom Six Thinking Hats innovative
performances and statistical analysis in the bilingual course of Insect Physiology and
Biochemistry
An increasing number of teachers are currently using a flipped classroom in higher education
The processes in our class include essential teaching procedures such as ICA OCA FBK and
TEC in different organizing styles The processes showed high student confidence motivation
and engagement lower cognitive loads (Turan and Goktas 2016) high degrees of student
satisfaction (Awidi and Parnter 2019) and other indirect educational outcomes such as
improving studentslsquo communication skills promoting more independent learners and
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
21
changing learning habits (Lo and Hew 2017 Akccedilayır et al 2018) Using a revised Blooms
digital knowledge dimension analysis we discussed some issues in professional insect science
questions and compared them with traditional teaching methods Surprisingly our data
suggested that Factual negative affects Metacognitive This finding can be either correct or
incorrect as one may underestimate or overestimate the actual level of competency relative to
the complexity of the task (Veenman et al 2006) The results also indicate that the
literature-based linking of insect science content knowledge to a flipped classroom about the
case enhances learning compared with traditional teaching The scores data strongly supported
a flipped classroom which is a valuable pedagogy in college education However the
statistical analysis revealed no significant differences at Plt 001 of the Creative item between
two groups in the student knowledge dimension Meanwhile one has to focus on teacherslsquo
workload to create materials feedback and studentslsquo engagement both in ICA and OCA in a
flipped teaching design In addition some researchers have observed that students in flipped
classrooms performed equally well on lower cognitive assignments but better on more
cognitively complex items (Morton and Colbert-Getz 2017)Flipped classroom education
indeed requires reduced time investment when preparing for the final exam but a comparison
of long-term measurements showed similar outcomes for students in traditional classrooms and
flipped classrooms (Bouwmeester et al 2019)
On the other hand the effectiveness of BRM has been widely debated when it proposes
principles and procedures of creative thinking It is believed that BRM is helpful in standard
idea generation and problem-solving methods in organization but the controversy has
continued for dozens of years In an experiment designed to answer the title question it was
concluded that group participation using BRM inhibits creative thinking (Donald et al 1958)
However the advantage vanishes for extremely complex problems (Kavadias and Sommer
2009) Interestingly FBK such as judgment or evaluation is closely related to group creative
performance Positive FBK promoted interpersonal interaction that benefited group creative
performance (Lu et al 2019) Our results suggested that essential teaching procedures
similarly affect the higher-order construction of BRM The path coefficients of ICA OCA
FBK and TEC are 0252 0254 0249 and 0255 respectively (Fig9)
―Six Thinking Hats is a deliberate process that exclusively shifts the thinkers attention to this
mode (Carl 1996) and involves more creative thinking the separate efficacy of each hat a
conceptual understanding of science and the quality of ideas and arguments (Goumlccedilmen and
Coşkun 2019Lin 2019) In our performance the thinking map and routine were implemented
to choose a specific biochemical insect experiment The scores that the students achieved
revealed that there are significant differences at Plt 001 between each hat After creative and
collative thinking the student groups achieved the target well We confirmed that the
participants under the yellow and green hats generated more quality ideas than the participants
under the red hat
If flipped classrooms and embedded techniques combined with BRM and ―Six Thinking Hats
the advantages of these pedagogies could be fully unleashed whereas traditional college
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
22
education required to earn a diploma is weak in creative thinking and may soon fall into disuse
The effective strategies described here lead students to dialogue with their teachers (Song et al
2019) and to freely express their views on every issue of the metacognitive processes such as
mentoring as role rehearsal and exposing students to authentic or situated problems and
examples The new model of a flipped classroom activates the studentslsquo vigorous challenging
performance and provides them with opportunities to engage in higher order thinking
processes (Falloon 2019)Furthermore cooperative learning improves studentslsquo
communication skills and enables them to build their teamwork and problem-solving skills
offline and online (Munir et al 2018Hernaacutendez-Selleacutes et al 2019)The different pedagogies
encourage the studentslsquo learning exchanging views regarding novel insect science and
discussing them in the classroom which greatly stimulates the studentslsquo creative and
innovative thinking and activates the learning atmosphere The results of the final exam of the
different groups in the three classes confirm the effects of our performances
6 Conclusions and findings
With more than thirteen years of exploration pedagogy improvement the bilingual course of
Insect Physiology and Biochemistry has importantly been brought into play in undergraduate
educationWe emphasize the basic professional vocabulary and make the students understand
the principals of insect science With the well-grounded essential major knowledge and
innovative thinking more than ten students have become winners of the national competition
in the last two years
Our SPSS analysis revealed that the metacognitive process of conceptual studies shows a
collinearity relationship but factually exhibits negative effectsBRM and ―Six Thinking Hats
in flipped classrooms generate higher quality and more innovative ideas than flipped
classrooms alone Furthermore the participants under yellow hats actively perform and stand
out above the others The PLS-SEM statistical analysis suggests that basic procedures of
teaching equally influence BRM and ITK SKL has a stronger effect on BRM than on KNL
which indicates that most BRM originate from technology performance BRM has a strong
effect on ITK and later strongly affects SAT In comparing BRM and ITK the students feel
satisfaction when they participate in an innovative thinking model We confirm that flipped
classroom embedded techniques combined with BRM and ―Six Thinking Hats improve the
studentslsquo enthusiasm for learning and participation and they more strongly enjoy the learning
process
References
1) Abeysekera L and Dawson P Motivation and cognitive load in the flipped classroom
Definition rationale and a call for research Journal of Higher Education Research and
Development 201534(1) 1ndash14 Doi101080072943602014934336
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
23
2) Achu DO and Ehizuelen MMO How teacher self-efficiency can be a driver for student
success Third 21st CAF Conference at Harvard in Boston USA September 2015 Vol
6 Nr 1
3) Anderson LW and Krathwohl DRA Taxonomy for Learning Teaching and Assessing
A Revision of Bloomlsquos Taxonomy of Educational Objectives Complete Edition Chap
8-13 2001 Longman New York
4) Awidi IT and Parnter MThe impact of a flipped classroom approach on student
learning experience Computers amp Education 2019 (128) 269ndash283Doi
101016jcompedu201809013
5) Bagozzi RP and Yi YOn the evaluation of structural equation models Journal of the
Academy of Marketing Science1988 16(1) 74ndash94
6) Barrows HS Taxonomy of problem-based learning methods Medical education1986
20(6) 481-486 Doi101111j1365-29231986tb01386x
7) Beebe RM De Costa Elena M The Santa Clara University Eastside Project
community service and the Spanish classroom Hispania 199376 884-891 Doi
102307343926
8) Betihavas V Bridgman H Kornhaber R Cross M The evidence for flipping outlsquo A
systematic review of the flipped classroom in nursing education Nurse Education
Today 2016 38 15ndash21 Doi 101016jnedt201512010
9) Bloom BS Engelhart MD Furst EJ Hill WH Krathwohl D R Taxonomy of
educational objectives The classification of educational goals Handbook I Cognitive
domain New York David McKay1956
10) Bouwmeester RAM de Kleijn RAM van den Berg IET ten Cate OTJ van Rijen HVM
Westerveld HE Flipping the medical classroom Effect on workload interactivity
motivation and retention of knowledge Computers amp Education 2019 (139) 118ndash128
Doi 101016jcompedu201905002
11) Bridgham R Heuristic science teaching In A Symposium on Heuristic TeachingEd
by Richard E S Stanford Center for Research and Development in Teaching 1970
32-42
12) Carl WJ III Six Thinking Hats Argumentativeness and response to thinking model
Annual Meeting of the Southern States Communication Association (Memphis TN
March 27-31) 1996 P42
13) Crouch H and Mazur E Peer instruction Ten years of experience and results American
Journal of Physics 2001 69(9) 970ndash977 Doi10111911374249
14) De Bono E Six thinking hats Cambridge Little Brown and Company 1956
15) De Bono E Serious creativity The Journal for Quality and Participation 199518
12-18
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
24
16) Deslauriers L Schelew E and Wieman C Improved learning in a large-enrollment
physics class Science (New York NY)2011 332 (6031)
862-864Doi101126science1201783
17) Donald W T Paul CB Clifford H B Does group participation when using
brainstorming facilitate or inhibit active thinking Administrative Science Quarterly
1958 3(1)23-47Doi 1023072390603
18) Driscoll M Blended Learning Letlsquos Get beyond the Hype IBM Global Services2002
httpwww-07ibmcomservicespdfblended_learning
19) Echevarria J Short DJThe SIOP Model A professional development framework for a
comprehensive school-wide intervention Center for Research on the Educational
Achievement and Teaching of English Language Learners 2011Doi
10131402125738886
20) Fornell C and Larcker DF Evaluating structural equation models with unobservable
variables and measurement error Journal of Marketing Research 198118 39-50
Doi1023073151312
21) Goumlkccedile A Murat A The flipped classroom A review of its advantages and challenges
Computers amp Education 2018 (126) 334ndash345 Doi 101016jcompedu201807021
22) Goumlccedilmen Ouml Coşkunb H The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity 2019 (31) 284ndash295
Doi101016jtsc201902006
23) Hans H Dorina G If PBL Is the answer then what Is the problem Journal of Problem
Based Learning in Higher Education 20175(2)1-21
Doi105278ojsjpblhev5i21491
24) Henry S McInnes BT Literature Based Discovery Models methods and trends
Journal of Biomedical Informatics 2017 (74) 20ndash32 Doi 101016jjbi201708011
25) Jagla VM and Tice KC Educating teachers and tomorrows students through
service-learning pedagogyIn Advances in Service-Learning Research Ed by
TinklerA S Information Age Publishing Inc 2019
26) Kavadias S Sommer SC The effects of problem structure and team diversity on
brainstorming effectivenessINFORMS 2009 Doi101287mnsc10901079
27) Khine M S Lourdusamy A Blended learning approach in teacher education
combining face-to-face instruction multimedia viewing and online discussion British
Journal of Educational Technology 2003 34(5)671ndash675 Doi
101046j0007-1013200300360x
28) Lee YJ Kim MJ Jin QN Yoon HG Matsubara KJ Revised bloomlsquos taxonomymdashthe
Swiss Army Knife in curriculum research in East-Asian Primary Science Curricula
An Overview Using Revised Bloomlsquos Taxonomy Springer Briefs in EducationDoi
101007978-981-10-2690-4_2
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
25
29) Li JunOn Structural Model of Knowledge Points in View of Intelligent Teaching In
Frontier and Future Development of Information Technology in Medicine and
Education Edby S Li et al Lecture Notes in Electrical Engineering 269 Doi
101007978-94-007-7618-0_383
30) Likert RA Technique for the measurement of attitudes Archives of Psychology
1932140 1-55 Doi 2731047
31) Lin Yu-Ren Student positions and web-based argumentation with the support of the six
thinking hatsComputers amp Education2019 139 191-206
Doi101016jcompedu201905013
32) Liu XM A longitudinal study of dynamic changes in and contributing factors of learner
belief of Chinese foreign language learners English Language Teaching 2018 11(7)
61-70 Doi 105539eltv11n7p61
33) Lo Chung Kwan and Hew KheFoon A critical review of flipped classroom challenges
in K-12 education possible solutions and recommendations for future research
Research and Practice in Technology Enhanced Learning 2017 (12)4 Doi
101186s41039-016-0044-2
34) Lu Kelong QiaoXinuo HaoNing Praising or keeping silent on partnerlsquos ideas
Leading brainstorming in particular ways Neuropsychologia 2019 (124) 19ndash30 Doi
101016 j neuropsychologia201901004
35) Mazur E Peer Instruction A Users Manual New Jersey Prentice Hall Series in
Educational Innovation 1997
36) Menon D and Sadler TD Sources of science teaching self-efficacy for preservice
elementary teachers in science content courses International Journal of Science and
Mathematics Education 2018 16(5)p835-855 Doi101007s10763-017-9813-7
37) Morton DA and Colbert-Getz JMMeasuring the impact of the flipped anatomy
classroom The importance of categorizing an assessment by Blooms
taxonomyAnatomical Sciences Education 2017 (10)170-175 Doi101002ase1635
38) Murillo-Zamorano LR Loacutepez Saacutenchez JoseacuteAacute amp Godoy-Caballero AL How the
flipped classroom affects knowledge skills and engagement in higher education
Effects on students satisfaction Computers amp Education2019 21 (in press)
Doi101016jcompedu2019103608
39) Nematollahi B Behjat F Kargar A A A meta-analysis of vocabulary learning
strategies of EFL learnersEnglish Language Teaching 2017 10 (5)1-10 Doi
105539eltv10n5p1
40) Nijstad BA De Dreu CKW Rietzschel EF Baas M The dual pathway to creativity
model Creative ideation as a function of flexibility and persistence European Review
of Social Psychology 2010 21(1) 34-77 Doi10108010463281003765323
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119
American Journal of Humanities and Social Science (AJHSS) Volume 6 2020
26
41) OrhanE and Kadir B Effect of web assisted education supported by Six Thinking Hats
on students academic achievement in science and technology classes European
Journal of Educational Research 2014 3(1)9-23 Doi 1012973eu-jer319
42) Osborn A F Applied imagination Principles and procedures of creative problem
solving New York NY Charles Scribnerlsquos Sons 1953(3)107
43) Oumlznur G Hamit C The effects of the six thinking hats and speed on creativity in
brainstormingThinking Skills and Creativity2019
31284-295 Doi101016jtsc201902006
44) Reidsema C Hadgraft R and Kavanagh L Introduction to the Flipped Classroom In
The Flipped ClassroomPractice and Practices in Higher Education Edited by
Reidsema C Kavanagh L Hadgraft R Smith N Springer Nature Singapore Pte Ltd
2017 3-14Doi 101007978-981-10-3413-8
45) Rossiter J R Lilien G L New Brainstorming Principles Australian Journal of
Management 1994 19(1)61-72 Doi101177031289629401900104
46) Sarstedt M Ringle C M Smith D Reams R Hair JF Partial least squares structural
equation modeling (PLS-SEM) useful tool for family business researchers Journal of
Family Business Strategy 2014 (5) 105ndash115 Doi101016jjfbs201401002
47) Sarstedt M Hair JF Cheah JH Becker JM Ringle CM How to specify estimate and
validate higher-order constructs in PLS-SEM Australasian Marketing Journal
Doiorg101016jausmj 2019 05003
48) Schleicher A Student AchievementIn Encyclopedia of Quality of Life and Well-Being
Research Edby Michalos AC 20146403-6411 Doi 101007978-94-007-0753-5
49) Swacha KY Service-learning in the second language writing classroom Future
research directions TESOL Journal 20178(3) 2-21 Doi101002tesj321
50) Toulmin SE The Uses of ArgumentCambridge UK Cambridge University Press
2003
51) Turan Z Goktas Y The Flipped Classroom instructional efficency and impact of
achievement and cognitive load levels Journal of e-Learning and Knowledge Society
2016 12(4)51-62
52) VerspoorA Wu K B Textbooks and educational development Health Services
Manpower Review 2010 8(4)20-3 Doi
1013063D932B5A-16B1-11D7-8645000102C1865D
53) Winarno S Muthu KS Ling LS Direct problem-based Learning (DPBL) a framework
for integrating direct instruction and problem-based learning approach International
Education Studies 2018 11(1) 119-126 Doi105539iesv11n1p119