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Engineering students going “flipped”: a new teaching approach in organic chemistry to increase students’ interest and value
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-7688-651x
Umeå University, Faculty of Science and Technology, Department of Chemistry.
2019 (English)In: 7:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, 2019Conference paper, Oral presentation only (Other academic)
Abstract [en]

This paper presents a longitudinal design-based research study where a university organic chemistry course has changed teaching and learning focus, from more conventional teaching into flipped teaching. Engineering students have been followed with surveys, observations, interviews and analysis of how the teaching material was used; results on students’ perceived interest and value are discussed. The project shows that flipped learning with peer instruction is an applicable way to increase students’ interest in organic chemistry and perceived value of the problem-solving process and peer instruction when learning chemistry. Moreover, the paper also discusses the design-based aspect, and how researchers and practitioners can collaborate to develop university teaching with an aim to enhance students’ higher-order thinking and deep learning.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Flipped learning, interest, value, organic chemistry, biotechnology engineering students, peer instruction
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
URN: urn:nbn:se:umu:diva-165506OAI: oai:DiVA.org:umu-165506DiVA, id: diva2:1373901
Conference
Utvecklingskonferens för Sveriges ingenjörsutbildningar 2019, 27–28 november 2019, Luleå tekniska universitet, Luleå
Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2020-01-22Bibliographically approved

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Broman, KarolinaJohnels, Dan
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