How Flip Teaching Supports Undergraduate Chemistry Laboratory Learning

Autor/inn/en	Teo, Tang Wee; Tan, Kim Chwee Daniel; Yan, Yaw Kai; Teo, Yong Chua; Yeo, Leck Wee
Titel	How Flip Teaching Supports Undergraduate Chemistry Laboratory Learning
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 4, S.550-567 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00003J
Schlagwörter	Undergraduate Students; Chemistry; College Science; Science Laboratories; Independent Study; Science Instruction; Video Technology; Interviews; College Faculty; Foreign Countries; Blended Learning; Singapore + Suchen Sie Ihr Suchwort? Chemie; Selbststudium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Fakultät; Ausland; Singapur
Abstract	In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution's mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates' self-directed learning. (As Provided).
Anmerkungen	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: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01