Senetta F. Bancroft, Jennifer Koran, Lillie Sordello
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引用次数: 0
Abstract
The extent to which pre-, in-, and
post-class engagement
in flipped
undergraduate gateway chemistry courses influence course passing─and
for whom─remains underexplored. This study examined factors
related to passing a flipped General Chemistry I course for 158 students
prior to and 110 students following the COVID-19 pandemic. Attendance
and pre-class engagement had some association with passing, but in-class
engagement had a stronger association with passing after accounting
for other predictors. After accounting for academic predictors, female
students had significantly lower odds of passing compared to their
male peers. For the post-pandemic cohorts, in-class engagement improved
but racial and ethnic disparities increased. Implications for flipped
gateway chemistry course design are discussed.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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