Engineering students going “flipped” : a new teaching approach in organic chemistry to increase students’ interest and value

• 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.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Keyword

Flipped learning

interest

value

organic chemistry

biotechnology engineering students

peer instruction

didactics of chemistry

kemididaktik

Publication and Content Type

vet (subject category)

kon (subject category)