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Issue 4, 2014
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How flip teaching supports undergraduate chemistry laboratory learning

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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.

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Publication details

The article was received on 02 Jan 2014, accepted on 23 Apr 2014 and first published on 23 Apr 2014


Article type: Paper
DOI: 10.1039/C4RP00003J
Author version available: Download Author version (PDF)
Citation: Chem. Educ. Res. Pract., 2014,15, 550-567
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    How flip teaching supports undergraduate chemistry laboratory learning

    T. W. Teo, K. C. D. Tan, Y. K. Yan, Y. C. Teo and L. W. Yeo, Chem. Educ. Res. Pract., 2014, 15, 550
    DOI: 10.1039/C4RP00003J

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