A Case Study for Teaching Quantitative Biochemical Buffer Problems Using Group Work and "Khan Style" Videos

Autor/inn/en	Barreto, Jose; Reilly, John; Brown, David; Frost. Laura; Coticone, Sulekha Rao; Dubetz, Terry Ann; Beharry, Zanna; Davis-McGibony, C. Michele; Ramoutar, Ria; Rudd, Gillian
Titel	A Case Study for Teaching Quantitative Biochemical Buffer Problems Using Group Work and "Khan Style" Videos
Quelle	In: Journal of College Science Teaching, 44 (2014) 1, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Case Studies; Science Instruction; Teaching Methods; Biochemistry; Video Technology; Cooperative Learning; Group Activities; Homework; Problem Solving; Lecture Method; Hypothesis Testing; Science Process Skills; Surveys; Teacher Attitudes; Student Attitudes; College Faculty; College Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biochemie; Kooperatives Lernen; Gruppenaktivität; Hausaufgabe; Problemlösen; Hypothesenprüfung; Hypothesentest; Survey; Umfrage; Befragung; Lehrerverhalten; Schülerverhalten; Fakultät; Collegestudent; Unterrichtserfolg
Abstract	New technological developments have minimized training, hardware expense, and distribution problems for the production and use of instructional videos, and any science instructor can now make instructional videos for their classes. We created short "Khan style" videos for the topic of buffers in biochemistry and assigned them as homework, followed by group problem-solving sessions in class. We tested the hypothesis that "inverting the classroom" (a popular terminology for the new format) could replace traditional live lectures, which are typically followed by assigning homework problems (traditionally, mostly solved by students working alone). Using the inverted classroom method, we found that most of our students achieved mastery in solving buffer problems on an exam, without any live lecture (the class averages were ~80%). Our survey data showed that both students and faculty reviewers considered the new format to be an effective teaching tool. To validate our results, we included six survey questions concerning rigor and fairness; positive data were obtained in this regard, with a mean of ~4, on a 5-point scale. We included three separate classes in our study with grade data from 67 students and survey data from 42 students. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10