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. 2018 Fall;17(3):ar39. doi: 10.1187/cbe.16-11-0332

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© 2018 M. L. Styers et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.

This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License.

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FIGURE 1. — Implementing active-learning strategies in the flipped classroom significantly improves critical thinking skills. (A) Comparison of mean pre- and posttest CAT scores for students enrolled in BI 125, BI 225, and BI/CH 308 during the Fall semester of 2015. (B) Comparison of mean pre- and posttest CAT scores for men (n = 36), women (n = 30), non-URM (n = 59), and URM students (n = 7) enrolled in BI 125, BI 225, and BI/CH 308 in Fall 2015. (C) Comparison of mean pre- and posttest CAT scores for first-year (freshman [Fr]; n = 21) and second- and third-year (sophomore and junior [So/Jr]; n = 8) students enrolled in BI 125 during the Fall semester of 2015. Error bars represent mean ± SEM. *, p < 0.05; **, p < 0.01; ^†, 0.05 < p < 0.10.