Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution

Autor/inn/en	Deri, Melissa A.; Mills, Pamela; McGregor, Donna
Titel	Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution
Quelle	In: Journal of College Science Teaching, 47 (2018) 3, S.68-77 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Educational Technology; Technology Uses in Education; Homework; Video Technology; Active Learning; Chemistry; Science Instruction; College Science; Urban Schools; Program Effectiveness; Science Achievement; Lecture Method; Comparative Analysis; Class Size; Self Evaluation (Individuals); Audience Response Systems; Workshops; Grades (Scholastic); Blended Learning; New York (New York) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Aktives Lernen; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassengröße; Lernwerkstatt; Schulung; Notenspiegel
Abstract	A flipped classroom is one where students are first introduced to content outside of the classroom. This frees up class time for more active learning strategies and has been shown to enhance student learning in high school and college classrooms. However, many studies in General Chemistry, a college gateway science course, were conducted in small classes and in selective institutions. In this article, we describe our approach to flipping the General Chemistry sequence at two different colleges within the City University of New York, a large, urban public university system. Our results indicate that the flipped model leads to increased student performance (compared with a traditional lecture model) in both institutions. The results are robust across class size (from 20 to 1,000) and for different instructors and different student demographics, with an increased benefit observed for students who are potentially less well-prepared on entering college. (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	2020/1/01