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To flip or not to flip: Students’ use of the learning material in a flipped university organic chemistry course
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-7688-651X
Umeå University, Faculty of Science and Technology, Department of Chemistry.
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

University chemistry courses have had a similar approach to teaching for a long time, with chemistry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education and positive results from for example the US have been spread and made Swedish university chemistry teachers interested and curious to develop their courses. The rationale of flipped learning is to incorporate an active learning approach in the lecture halls and thereby hopefully both increase student engagement and learning outcomes. In this presentation, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning will be presented.

Place, publisher, year, edition, pages
2017.
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
URN: urn:nbn:se:umu:diva-136438OAI: oai:DiVA.org:umu-136438DiVA, id: diva2:1111187
Conference
The Nordic Research Symposium on Science Education 2017 (12th NFSUN), 7-9 June, 2017, Trondheim Norway
Available from: 2017-06-17 Created: 2017-06-17 Last updated: 2018-06-09

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Broman, KarolinaJohnels, Dan

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • asciidoc
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