Flipped learning in higher education chemistry: emerging trends and potential directions
Flipped learning in higher education chemistry: emerging trends and potential directions
复制标题
高等教育化学的翻转学习：新兴趋势和潜在方向
DOI：
10.1039/c5rp00136f
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发表时间：
2015
影响因子：
3
通讯作者：
M. Seery
中科院分区：
文献类型：
--
作者：
M. Seery
近年来，翻转学习作为一种在教室和报告厅融入主动学习环境的机制越来越受欢迎。高等教育机构化学翻转学习的报道越来越多。本次审查的目的是调查这些报告，以探讨采用翻转学习方法的理由、教育工作者如何将翻转学习方法应用到自己的实践中以及如何评估这些实施情况。这些报告对关于将这种方法融入大学化学教育的好处和挑战的新兴主题进行了分析，以了解我们如何继续开发在高等教育化学中实施翻转学习方法所采取的方法。对调查文章的分析表明，这种方法很受学生欢迎，教育工作者将其作为开发积极学习环境、增加参与度并留出时间对学科有更深入了解的一种手段。尽管该方法在如何实施方面是开放式的，但其采用方式却存在一定的一致性。讨论了这些方法以及从评估中汲取的经验教训，以及对未来迭代的一些建议，以便实施依赖于基于证据的方法。
Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.