ERIC Number: EJ1049870
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Flipped Classroom for Teaching Organic Chemistry in Small Classes: Is It Effective?
Fautch, Jessica M.
Chemistry Education Research and Practice, v16 n1 p179-186 2015
The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class, students' misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams). Students reported feeling more comfortable with the subject of organic chemistry, and became noticeably passionate about the subject. In addition to being an effective tool for teaching Organic Chemistry I at a small college, flipping the organic chemistry classroom may help students take more ownership of their learning.
Descriptors: Organic Chemistry, Science Instruction, Teaching Methods, Educational Technology, Misconceptions, Video Technology, Lecture Method, Homework, Learning Activities, College Science, Student Surveys, Student Attitudes, Blended Learning
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: firstname.lastname@example.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania