ERIC Number: EJ1046233
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 29
Inverted Teaching: Applying a New Pedagogy to a University Organic Chemistry Class
Christiansen, Michael A.
Journal of Chemical Education, v91 n11 p1845-1850 Nov 2014
Inverted teaching, not to be confused with hybrid learning, is a relatively new pedagogy in which lecture is shifted outside of class and traditional homework is done in class. Though some inverted teaching (IT) designs have been published in different fields, peer-reviewed reports in university chemistry remain quite rare. To that end, herein is disclosed a sophomore organic chemistry course design in which two groups of students were each taught by one of two methods: Group 1 through traditional lecture (TL) and Group 2 through IT. Design rationale and objectives are discussed. Academic performances are compared, along with anonymous student feedback contrasting the two techniques (TL vs IT). Student attendance and viewership, instructor prep time, and total lecture time are also presented for both styles.
Descriptors: Science Instruction, Homework, Teaching Methods, Organic Chemistry, Conventional Instruction, Lecture Method, Science Achievement, Attendance Patterns, Undergraduate Study, College Science, Computer Assisted Instruction, Web Based Instruction, Student Attitudes, Surveys, Comparative Analysis, Experimental Groups, Control Groups, Blended Learning
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A