Flipped classroom application in Chemistry Education: An analysis of task challenge and students’ views

Proceedings of The 5th International Conference on Teaching, Learning and Education

Year: 2022



Flipped classroom application in Chemistry Education: An analysis of task challenge and students’ views

Sırma Rana ESMER, Selin ORBAY, Özge YILMAZ GEL



Flipped classroom is a pedagogical approach which involves active learning, peer instruction, collaborative learning, problem-based learning, and discussion sessions (The Flipped Learning Network, 2014). This is known as an information-based environment in which teachers provide a variety of learning resources so that students can complete the knowledge transfer process before the class (Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula, Sustainability 2019, 11(17), 4577, Marian BuilFabregá).

This study examined the results of a flipped classroom survey conducted for 10th grade Regular Chemistry Course, an elective course at Hisar School in Turkey in the fall semester of 2021. Data regarding flipped classroom principle were collected from 100 students through a group meeting, pre and posttests, and self-report questionnaires. The study aimed to link 10th grade chemistry class students’ opinions of task difficulty, complexity, and conditions in flipped classroom principle about content and application (Evaluation of a Flipped Classroom in an Undergraduate Business Course, Business Education & Accreditation, v. 6 (1) p. 63-71, 2014, Sandi FindlayThompson).

 Pre/posttests measured the student performance of chemistry concepts about stoichiometry. The experiment group with twenty 10th grade students were taught using flipped classroom method. The control group with twenty students were taught the same topic with teacher centered classical method. Outcomes of student perceptions of the flipped classroom method are generally positive, but still the survey continues. Students tend to prefer in-person lectures to video lectures, however, they prefer interactive classroom activities or experiments to classical lectures. Students reported increased enjoyment, greater task value and responsibility. But students’ transfer of knowledge to practice will be objectively determined when the results of posttest is statistically analyzed.

keywords: flipped classroom, learning process, transfer of knowledge; chemistry teaching .