ConfChem Conference on Flipped Classroom: Time-Saving Resources Aligned with Cognitive Science To Help Instructors

• JudithAnn R. Hartman ^[1] ; Donald J. Dahm ^[2] ; Eric A. Nelson ^[3]
  1. [1] United States Naval Academy

     United States Naval Academy

     Estados Unidos

     
  2. [2] Rowan University

     Rowan University

     Borough of Glassboro, Estados Unidos

     
  3. [3] Fairfax County Public Schools

     Fairfax County Public Schools

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 92, Nº 9, 2015, págs. 1568-1569
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Studies in cognitive science have verified that working memory (where the brain solves problems) can manipulate nearly all elements of knowledge that can be recalled automatically from long-term memory, but only a few elements that have not previously been well memorized. Research in reading comprehension has found that “lecture notes with clicker questions” can move a portion of lecture content to homework. By applying these findings to the design of homework-tutorials for students, under the right conditions, we found that time for active learning during lecture increased and student achievement measurably improved. Factors that have affected the outcome of our experiments are discussed. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014 and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).