ERIC Number: EJ1074386
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 6
ConfChem Conference on Flipped Classroom: Time-Saving Resources Aligned with Cognitive Science to Help Instructors
Hartman, JudithAnn R.; Dahm, Donald J.; Nelson, Eric A.
Journal of Chemical Education, v92 n9 p1568-1569 Sep 2015
Studies in cognitive science have verified that working memory (where the brain solves problems) can manipulate nearly all elements of knowledge that can be recalled automatically from long-term memory, but only a few elements that have not previously been well memorized. Research in reading comprehension has found that "lecture notes with clicker questions" can move a portion of lecture content to homework. By applying these findings to the design of homework-tutorials for students, under the right conditions, we found that time for active learning during lecture increased and student achievement measurably improved. Factors that have affected the outcome of our experiments are discussed. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014 and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).
Descriptors: Science Instruction, High Schools, Secondary School Science, Undergraduate Study, College Science, Problem Solving, Cognitive Science, Cognitive Processes, Executive Function, Long Term Memory, Short Term Memory, Reading Comprehension, Memorization, Audience Response Systems, Homework, Brain
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: email@example.com; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New Jersey