ERIC Number: EJ1192799
Record Type: Journal
Publication Date: 2018-Oct
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
EISSN: N/A
Flipped Classroom Use in Chemistry Education: Results from a Survey of Postsecondary Faculty Members
Chemistry Education Research and Practice, v19 n4 p1307-1318 Oct 2018
The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.
Descriptors: Chemistry, College Science, Science Instruction, Homework, Video Technology, Teaching Methods, College Faculty, Teacher Attitudes, Teacher Responsibility, Technology Uses in Education
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A