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Flipped Learning as a New Approach for University Organic Chemistry
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.
2018 (English)In: 14th European Conference on Research in Chemical Education: Book of Abstracts, 2018, p. 20-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Flipped learning approaches have emerged since the beginning of the 21st century to make students’ learning environments more active and thereby improve learning outcomes as well as student engagement [1]. In the US, several flipped projects have focused on university chemistry courses, normally the student groups are large, from hundreds up to thousands of students [2], while some research also is found on smaller groups [3]. Here we study an organic chemistry university course both quantitatively and qualitatively during two years when changing from a more traditional teaching method to a new pedagogical approach (i.e., flipped learning), for empirical data see Table 1. In Sweden, flipped learning approaches are uncommon compared to the US and a Swedish university chemistry department had intentions improve students’ learning outcomes and increase students’ engagement in chemistry. The organic course has been perceived difficult and, according to previous course evaluations, also been ascribed as having bad quality in general. Therefore, a change was requested both from students and teachers.

From the empirical data we will elaborate on students’ opinions when meeting a new teaching and learning approach. Students’ challenges with the organic chemistry course are discussed relating to their opinions about chemistry in general and flipped learning in specific. How students used the different learning material and how they made use of each other through peer interaction when solving problems in class will be discussed according to both constructivist and socio-cultural perspectives. Furthermore, students’ own perception of how they used the course material related to an exact analysis of how the material actually was adapted will be presented together to explore how flipped learning have been applied within the course.

Place, publisher, year, edition, pages
2018. p. 20-20
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
URN: urn:nbn:se:umu:diva-151452OAI: oai:DiVA.org:umu-151452DiVA, id: diva2:1244969
Conference
ECRICE 14th European Conference on Research in Chemical Education, Warsaw, Poland, September 2-6, 2018
Available from: 2018-09-03 Created: 2018-09-03 Last updated: 2020-03-04Bibliographically approved

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Broman, KarolinaJohnels, Dan

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf