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- W2558500750 abstract "This paper describes the development and assessment of flipped courses in Analytical Chemistry, General Chemistry I, and General Chemistry II at a primarily undergraduate institution. The backwards design process that guided the course redevelopment is described, along with specific pedagogical strategies and examples of pre-class, in-class, and post-class activities. Classroom observations, student self-direction in learning, student learning, and student attitudes in the flipped design were compared with courses taught in a traditional format. Classroom observations indicated that the flipped classroom had greater levels of active student engagement and more individualized learning within the in-class group-learning space. Student self-direction in learning, as measured by differences in pre- and post-scores on the Professional Responsibility Orientation to Self-Direction in Learning Scale and responses on student evaluations, increased in select areas, including student self-efficacy in learning. Student learning in the flipped environment was as good as or better than that in the traditional classroom, as assessed by course grades and standardized American Chemical Society (ACS) exams. Lastly, student attitudes were found to be more positive for the flipped course than the traditional classroom design, and for Analytical Chemistry compared to General Chemistry." @default.
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- W2558500750 date "2016-01-01" @default.
- W2558500750 modified "2023-09-26" @default.
- W2558500750 title "Flipping General and Analytical Chemistry at a Primarily Undergraduate Institution" @default.
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- W2558500750 doi "https://doi.org/10.1021/bk-2016-1228.ch007" @default.
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