There is sound evidence that flipping a classroom results in better learning by students but the process of flipping appears to be difficult enough to discourage many from experimenting their own classes. We have collaborated on flipping and evaluating an advanced general chemistry class and found that the process can be relatively straightforward. Instead of lecture videos, we used a printed textbook for students to study outside of class. We prepared pre-class worksheets and in-class materials based on former students’ assessment of the most difficult topics. These materials made extensive use of published questions, tutorials, simulations, and visualizations available in Cengage OWL. Students worked in small groups with these materials for two 50-min periods per week. Two whole-class meetings per week were spent on topics selected to address areas where students were having the greatest difficulty, providing motivation, preparing students for laboratory, and discussing questions. Based on analysis of covariance students in the flipped class significantly outperformed those in a traditionally organized class. A qualitative survey indicated that students preferred the flipped format and thought that they learned more.
John Moore is Professor of Chemistry at the University of Wisconsin–Madison, where he is also the Director of the Institute for Chemical Education. He was Editor of the Journal of Chemical Education from 1996 to 2009. Among his many awards are the American Chemical Society George C. Pimentel Award in Chemical Education and the James Flack Norris Award for Excellence in Teaching Chemistry. Dr. Moore is a major developer of online chemistry learning materials having collected and developed both video and tutorial materials available through the National Science Foundation-sponsored Chemical Education Digital Library. John Moore is the co-author of Chemistry: The Molecular Science, 5th Edition published by Cengage Learning.
Martina Rau is an Assistant Professor in the Department of Educational Psychology in the area of Learning Sciences and is affiliated with the Department of Computer Sciences. She received her Ph.D. in Human-Computer Interaction from Carnegie Mellon University, and a BA/MA in Psychology from the University of Freiburg (Germany). Her research focuses on learning with multiple external representations in educational technologies. She uses a multi-methods approach to integrate learning outcome measures and process-level measures. She is the director of the Learning, Representations, & Technology lab at the UW-Madison.
Kristopher Kennedy graduated with a Bachelor of Science in Mathematics from the University of Wisconsin-Madison in August 2015. He is a recipient of the 2012 Francis Craig Krauskopf Memorial Award as well as a member of the Golden Key International Honour Society. Kristopher joined Professor John Moore’s chemical education research group in January 2015. Kristopher is now living in La Crosse, WI and will be a first year medical student starting in Fall 2017.
Luke Oxtoby is a junior enrolled at the University of Wisconsin-Madison pursuing a degree in Chemistry. Luke joined Professor Moore’s chemical education research group in January 2015. In addition, Luke works in Professor Jennifer Schomaker’s organic lab, which he joined in January 2016. This past spring, Luke was the recipient of the ACS Excellence Award in Organic Chemistry as well as the Harold and Regine Deutsch Student Support in Chemistry Scholarship, which provided him with funding to conduct research over the summer.
Tuesday, November 1, 2016 12:00 PM - 12:45 PMEastern Time
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