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Issue 4, 2018
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Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

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Abstract

The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.

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Publication details

The article was received on 02 Apr 2018, accepted on 12 Jul 2018 and first published on 25 Jul 2018


Article type: Paper
DOI: 10.1039/C8RP00094H
Citation: Chem. Educ. Res. Pract., 2018,19, 1307-1318
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    Flipped classroom use in chemistry education: results from a survey of postsecondary faculty members

    S. Srinivasan, R. E. Gibbons, K. L. Murphy and J. Raker, Chem. Educ. Res. Pract., 2018, 19, 1307
    DOI: 10.1039/C8RP00094H

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