Lacey Sharman, Amanda Chee-Awai and Tamra Legron-Rodriguez*,
{"title":"探索学生在翻转法证化学课程中对参与和学习的认知","authors":"Lacey Sharman, Amanda Chee-Awai and Tamra Legron-Rodriguez*, ","doi":"10.1021/acs.jchemed.5c00129","DOIUrl":null,"url":null,"abstract":"<p >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.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 7","pages":"2600–2608"},"PeriodicalIF":2.9000,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring Student Perceptions of Engagement and Learning in a Flipped Forensic Chemistry Course\",\"authors\":\"Lacey Sharman, Amanda Chee-Awai and Tamra Legron-Rodriguez*, \",\"doi\":\"10.1021/acs.jchemed.5c00129\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >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. 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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.
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.