Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

Srinivasan, Shalini; Gibbons, Rebecca E.; Murphy, Kristen L.; Raker, Jeffrey R.

doi:10.1039/c8rp00094h

Cited by 41 publications

(36 citation statements)

References 36 publications

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“…As higher education strives to enhance the high‐quality learning opportunities for students, the flipped classroom has been gaining traction in postsecondary STEM teaching as an active learning pedagogy. In this study, a significant increase in overall cohort performance was observed with a positive shift toward marks in the higher degree classification boundaries.…”

Section: Discussionmentioning

confidence: 99%

“…The inefficiency of passive, lecture‐based transfer of knowledge has been suggested to result in poorer student engagement, understanding, and, importantly, retention of knowledge, which implies that active learning approaches have potential advantages for students. The recent, gradual shift away from teacher‐focused pedagogies to a more student‐centered approach has seen an improvement in student learning outcomes across multiple disciplines, including biochemistry …”

Section: Introductionmentioning

confidence: 99%

“…The flipped classroom is becoming increasingly popular in science, technology, engineering, and mathematics (STEM) subjects; indeed, a growing body of literature suggests an increased use of the flipped classroom methodology across postsecondary education; a recent study carried out in 2015 found that 29% of academics had adopted the flipped pedagogy and a further 17% had tried the approach . One potential barrier to implementing this methodology is the misconception that there is a one size fits all approach to this pedagogy, whereas in fact the opposite is probably true and there is no clearly defined system that adequately describes the implementation of this teaching strategy .…”

Section: Introductionmentioning

confidence: 99%

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Adopting a flipped classroom approach for teaching molar calculations to biochemistry and genetics students

Francis

Morgan

Holm

et al. 2019

Biochem Molecular Bio Educ

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The flipped classroom is a relatively new active learning pedagogical intervention, gaining popularity as a blended learning methodology. The flipped classroom comprises two distinct parts, directed learning carried out at the student's own pace away from the classroom and an interactive, class-based activity encouraging problem-solving and experiential learning. This research presents a 1-year study to measure student performance and perception toward a flipped classroom approach to teaching core biochemical calculations to first-year undergraduate biochemistry and genetics students. A post-task questionnaire showed an overall positive student perception with an associated significant improvement in the end of module summative assessment. These results suggest that this teaching approach offers some advantages over more traditional teaching pedagogies. K E Y W O R D S biochemistry and genetics, flipped classroom, molar calculations, undergraduate teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Adopting a flipped classroom approach for teaching molar calculations to biochemistry and genetics students

Francis

Morgan

Holm

et al. 2019

Biochem Molecular Bio Educ

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“…Entrepreneurship education, as a framework containing many elements, has been analyzed by many scholars from the perspectives of education, teaching, and entrepreneurship. However, no consensus has yet been reached ( Long et al, 2017 ; Song and Kapur, 2017 ; Srinivasan et al, 2018 ). In the feedback loop of lean entrepreneurship, each cycle represents a new lean iteration and progress.…”

Section: Methodsmentioning

confidence: 99%

The Application of Flipped Classroom Combined With Locus of Control Analysis in Lean Entrepreneurship Education for College Students

2020

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This paper aims to explore the status quo and basic laws of entrepreneurship education at the stage of social development in China, thereby providing a theoretical basis and practical guidance for the cultivation of innovative and entrepreneurial talents in colleges. First, a college entrepreneurship education model based on lean entrepreneurship theory and flipped classroom was established to provide the development of entrepreneurship education with a theoretical framework while improving the students’ autonomous learning ability. Based on the theoretical basis of the influence of the locus of control on entrepreneurial motivation in the entrepreneurial process of college students, the students who participated in the basic education of entrepreneurship among the sophomores in the first semester of the 2018–2019 academic year of a college in Shanghai were selected as the research object. Then, the effect of lean entrepreneurship education under the flipped classroom mode was analyzed. Before the start of the entrepreneurial basic education course, there was no difference between the pretest scores of the research group and the control group students ( P > 0.05). After the course, there was no difference between the posttest scores of the two groups of students ( P > 0.05). It can be confirmed that, based on the flipped classroom education mode of halving the actual number of lectures by teachers, the effect of basic education on entrepreneurship for students is not different from the traditional teaching effect. Based on the flipped classroom mode, the number of people who have reached the level of “understanding” of the text target task is the highest, and the number of people who can reach the “comprehensive application” level of the high-order target is almost 0. It means that the realization of the high-order target still needs to be strengthened. Lean entrepreneurship education mode is based on lean iteration, which is conducive to promoting the development of entrepreneurship education in China. Therefore, the application of flipped classroom combined with locus of control analysis in lean entrepreneurship education for college students can ideally achieve the goal of deep learning, which is greatly significant for improving the effectiveness of entrepreneurship education.

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“…This approach allows the teacher and the students to do active learning activities inside the classroom. More importantly, students get immediate support and feedback from the teacher and fellow students (Srinivasan et al, 2018). Some active learning strategies employed in flipped classrooms include problembased learning, simulation, debates, and think-pair-share (Gilboy et al, 2014), knowledge sharing, contests, brainstorming, group discussions, practical work, and presentations (Shih and Tsai, 2017), among others.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

Macale

Lacsamana

Quimbo

et al. 2021

LUMAT

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This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.

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Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

Cited by 41 publications

References 36 publications

Adopting a flipped classroom approach for teaching molar calculations to biochemistry and genetics students

Adopting a flipped classroom approach for teaching molar calculations to biochemistry and genetics students

The Application of Flipped Classroom Combined With Locus of Control Analysis in Lean Entrepreneurship Education for College Students

Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

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