Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members-Reference-Cited by-同舟云学术

Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

Published:2018 Issue:4 Volume:19 Page:1307-1318
ISSN:1109-4028
Container-title:Chemistry Education Research and Practice
language:en
Short-container-title:Chem. Educ. Res. Pract.

Author:

Srinivasan Shalini¹²³⁴^ORCID,Gibbons Rebecca E.¹²³⁴^ORCID,Murphy Kristen L.⁵⁶⁷⁴^ORCID,Raker Jeffrey¹²³⁴⁸^ORCID

Affiliation:

1. Department of Chemistry

2. University of South Florida

3. Tampa

4. USA

5. Department of Chemistry and Biochemistry

6. University of Wisconsin-Milwaukee

7. Milwaukee

8. Center for the Improvement of Teaching and Research on Undergraduate STEM Education

Abstract

The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.

Funder

University of South Florida

Publisher

Royal Society of Chemistry (RSC)

Subject

Education,Chemistry (miscellaneous)

Link

http://pubs.rsc.org/en/content/articlepdf/2018/RP/C8RP00094H

Reference148 articles.

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