Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17859
Title: How flip teaching supports undergraduate chemistry laboratory learning
Authors: Teo, Tang Wee
Tan, Daniel Kim-Chwee
Yan, Yaw Kai
Teo, Yong Chua
Yeo, Leck Wee
Issue Date: 2014
Citation: Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How flip teaching supports undergraduate chemistry laboratory learning. Chemistry Education Research and Practice, 15, 550-567. http://dx.doi.org/10.1039/c4rp00003j
Abstract: In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution’s mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates’ self-directed learning.
URI: http://hdl.handle.net/10497/17859
ISSN: 1756-1108
Other Identifiers: 10.1039/c4rp00003j
Website: http://dx.doi.org/10.1039/c4rp00003j
Appears in Collections:Journal Articles

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