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ERIC Number: EJ1167140
Record Type: Journal
Publication Date: 2018-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution
Deri, Melissa A.; Mills, Pamela; McGregor, Donna
Journal of College Science Teaching, v47 n3 p68-77 Jan 2018
A flipped classroom is one where students are first introduced to content outside of the classroom. This frees up class time for more active learning strategies and has been shown to enhance student learning in high school and college classrooms. However, many studies in General Chemistry, a college gateway science course, were conducted in small classes and in selective institutions. In this article, we describe our approach to flipping the General Chemistry sequence at two different colleges within the City University of New York, a large, urban public university system. Our results indicate that the flipped model leads to increased student performance (compared with a traditional lecture model) in both institutions. The results are robust across class size (from 20 to 1,000) and for different instructors and different student demographics, with an increased benefit observed for students who are potentially less well-prepared on entering college.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: DUE1525032|MSP1102729