Combining a Flipped Learning Approach and an Animated Video to Improve First-Year Undergraduate Students' Understanding of Electron Transport Chains in a Biochemistry Course

Autor/inn/en	Wikandari, Rachma; Putro, Andika Wicaksono; Suroto, Dian Anggraini; Purwandari, Fiametta Ayu; Setyaningsih, Widiastuti
Titel	Combining a Flipped Learning Approach and an Animated Video to Improve First-Year Undergraduate Students' Understanding of Electron Transport Chains in a Biochemistry Course
Quelle	In: Journal of Chemical Education, 98 (2021) 7, S.2236-2242 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wikandari, Rachma) ORCID (Setyaningsih, Widiastuti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01477
Schlagwörter	Flipped Classroom; Animation; Video Technology; College Freshmen; Biochemistry; Science Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Studienanfänger; Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	The electron transport chain (ETC) is a challenging topic due to the complexity of the reaction that occurs at the molecular level because the students cannot directly interact with the reaction at this level. The use of animated video and flipped learning in improving student understanding of this topic was evaluated. The students were randomly and equally divided into three groups. The first group was taught with a PowerPoint presentation, the second group was taught with an animated video, and the third group was taught through a combination of flipped learning and an animated video. The students were given a multiple-choice pre-test, three types of post-tests that assessed their memory, comprehension, and application (Bloom's taxonomy cognitive levels 1-3), and a questionnaire. The results showed that both the animated video and flipped learning significantly increased their understanding, particularly for their comprehension and application. The students instructed through the combination of the animated video and flipped learning achieved the highest grade for all types of post-tests. However, from the students' point of view, students from group 2 were the happiest and highly preferred the animated video instruction compared to the other groups. (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	2024/1/01