Activating Students' Prior Knowledge Using a Bridge Activity as an Initial Interactive Discussion in a Flipped Organic Chemistry Course

Autor/inn/en	Stewart, Jaclyn J.; Dake, Gregory R.
Titel	Activating Students' Prior Knowledge Using a Bridge Activity as an Initial Interactive Discussion in a Flipped Organic Chemistry Course
Quelle	In: Journal of Chemical Education, 96 (2019) 11, S.2426-2431 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart, Jaclyn J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Teaching Methods; Blended Learning; Science Instruction; Organic Chemistry; Learning Processes; Prior Learning; Student Participation; Student Attitudes; Learning Activities; Undergraduate Students; Classroom Communication + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; Learning process; Lernprozess; Vorkenntnisse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Lernaktivität; Klassengespräch
Abstract	A pedagogical technique, named the Bridge activity, has been developed to assist students' transition from preclass preparation to in-class learning within a flipped organic chemistry course. Bridge activities form the basis of an initial interactive discussion to activate students' prior knowledge and encourage meaningful learning. This paper describes the rationale and theoretical basis for this technique, provides examples, offers solutions to large-class logistical considerations, and presents results from an analysis of student participation and perceptions of usefulness as reported in a questionnaire. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01