We recently surveyed the 15,000+ members of the National Center for Case Study Teaching in Science Listserv to see if the method was being used by STEM case study teachers.
Two hundred case teachers reported that they teach in a flipped classroom and cited additional reasons for doing so, including the following:
(8) there is more time to spend with students on authentic research;
(9) students get more time working with scientific equipment that is only available in the
classroom;
(10) students who miss class for debate/sports/etc. can watch the lectures while on the road; (11)the method “promotes thinking inside and outside of the classroom”;
(12)students are more actively involved in the learning process; and
(13) they also really like it.