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: 
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: 
ISSN: 
1756-1108
Other Identifiers: 
10.1039/c4rp00003j
Website: 
Appears in Collections:Journal Articles

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