探索学生在翻转法证化学课程中对参与和学习的认知

IF 2.9 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Lacey Sharman, Amanda Chee-Awai and Tamra Legron-Rodriguez*, 
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引用次数: 0

摘要

翻转课堂是指学生在上课前通过各种教学资源学习课程内容的一种教学方法。课堂时间侧重于解决问题和积极的学习活动。翻转课堂允许教师在课堂上利用积极的学习策略来提高学生的参与度,促进同伴之间的互动,并更好地了解学生的学习情况。尽管已经发表了大量与STEM中翻转课堂和主动学习相关的工作,但到目前为止,关于在法医化学中使用翻转课堂学习的研究还很少。本研究通过两个学期的团队学习翻转法证化学课程,探讨学生对自己的学习和课程投入的看法。本文讨论了团队学习课程结构的一个特定组成部分:翻转课堂。学期结束时,学生们接受了一项调查,其中包括李克特和开放式问题。调查结果表明,学生对翻转课堂的总体看法是积极的,包括他们的学习(45%的学生认为翻转课堂提高了他们在课程中的学习成果)和课程参与度(62%的学生认为翻转课堂比传统课堂更吸引人)。开放式问题的主题是本研究的重点,为学生对翻转课堂的看法提供了见解。最常见的学生反应与他们感知到的学习有关,与课程设置有关。最常见的学生反应与他们在课堂上的小组合作有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Exploring Student Perceptions of Engagement and Learning in a Flipped Forensic Chemistry Course

Exploring Student Perceptions of Engagement and Learning in a Flipped Forensic Chemistry Course

A flipped classroom is an instructional method whereby students learn course content prior to attending class through various instructional resources. Class time is focused on problem-solving and active learning activities. Flipping the classroom allows instructors to utilize active learning strategies during class time to improve student engagement, promote peer-to-peer interactions, and develop a better perception of the students’ learning. Although a large body of work has been published related to the flipped classroom and active learning in STEM, thus far, very little research has been completed on the use of flipped classroom learning for forensic chemistry. This study explores student perceptions of their own learning and course engagement across two semesters of a Team-Based Learning flipped forensic chemistry course. This paper addresses one specific component of the Team-Based Learning course structure: the flipped classroom. A survey was given to students at the end of the semester that included Likert and open-ended questions. The responses indicate overall positive student perceptions regarding the flipped classroom in terms of their learning (45% of students agreed that the flipped classroom improved their learning outcomes in the course) and course engagement (62% of students agreed that the flipped classroom was more engaging than a traditional classroom). The themes from the open-ended questions, which are the focus of this study, provide insight into student perceptions of the flipped classroom. The most common student responses related to their perceived learning relate to the course setup. The most common student responses related to their perceived engagement relate to groupwork during class time.

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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
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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