Background and challenges
著者
書誌事項
Background and challenges
（ACS symposium series, 1223 . The flipped classroom ; v. 1）
American Chemical Society , Distributed in print by Oxford University Press, c2016
大学図書館所蔵 件 / 全3件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
The "flipped classroom" has become the new buzzword not only among educators but also in the general public, with articles in the USA Today, Washington Post, and The New York Times discussing this pedagogical approach. Simply stated, the flipped classroom is a high tech variation on a pedagogical method that has been around for generations. The time honored Socratic method aims to actively engage students with instructors asking them questions, leading them down a
path where they are encouraged to see the connections between ideas. Additionally, flipped classrooms resemble the Thayer method, which expects students to take responsibility for their own learning by studying material before it is covered in class.
Chemistry professors who teach in flipped classrooms embrace a variety of learning theories to guide their implementations. Most chemists who use active learning approaches in their classrooms value some aspect of constructivism theory, in which learners must begin their understanding of the concepts in their pre-class assignments. Later, students apply the concepts in class using active learning methods. For this book, the authors define the flipped classroom as one where students gain
exposure to course content before class and the face-to-face time involves active learning.
The call for and relevance of larger reform efforts in chemical education is not new and this book represents a continuation in the possibilities in achieving reform and meeting the goals of improving students' knowledge of chemistry. Muzyka and Luker provide a deeper, more encompassing picture of the cognitive and affective benefits of this pedagogy.
目次
1. Introduction
2. Flipping the Syllabus: Using the First Day of Class To Encourage Student Acceptance of a New Pedagogical Technique
3. The Flipped Classroom with Limited Internet Access
4. The Use of Active Learning and a Symbolic Math Program in a Flipped Physical Chemistry Course
5. Team-Based Learning in Physical Chemistry
6. Flipped Teaching in Organic Chemistry Using iPad Devices
7. How a Flipped Classroom Promotes Sophisticated Epistemology: Example from a Large Analytical Chemistry Course
8. Active Learning in the Flipped Classroom: Lessons Learned and Best Practices To Increase Student Engagement
9. Flipping for the Masses: Outcomes and Advice for Large Enrollment Chemistry Courses
10. Experiences in Flipping a Large Lecture Course for General, Organic, and Biological Chemistry
Editors' Biographies
Indexes
「Nielsen BookData」 より