Systematic Review of Flipped Instruction in Undergraduate Chemistry Lectures (2007–2019): Facilitation, Independent Practice, Accountability, and Measure Type Matter-Reference-Cited by-同舟云学术

Systematic Review of Flipped Instruction in Undergraduate Chemistry Lectures (2007–2019): Facilitation, Independent Practice, Accountability, and Measure Type Matter

Published:2021-06-07 Issue:7 Volume:98 Page:2143-2155
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Bancroft Senetta F.¹^ORCID,Jalaeian Mohammadreza²,John Sandra Richy²

Affiliation:

1. School of Education and Department of Chemistry and Biochemistry, Southern Illinois University−Carbondale, 625 Wham Drive, Mail Code 4610, Carbondale, Illinois 62901, United States

2. School of Education, Southern Illinois University−Carbondale, 625 Wham Drive, Mail Code 4610, Carbondale, Illinois 62901, United States

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.0c01327

Reference72 articles.

1. Flipped learning in higher education chemistry: emerging trends and potential directions

2. Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis

3. Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

4. Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

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