Using Clicker-Based Group Work Facilitated by a Modified Peer Instruction Process in a Highly Successful Flipped General Chemistry Classroom

Pollozi, Shejla; Haddad, Ibrahim; Tyagi, Aanchal; Mills, Pamela; McGregor, Donna

doi:10.1021/bk-2019-1322.ch003

Cited by 3 publications

(1 citation statement)

References 41 publications

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“…Lessons can also be tailored to the students' needs as instructors can easily identify areas of weakness (Aljaloud et al, 2019;Vana et al, 2011). Past research has also shown that similar clicker applications have increased student interest, engagement, and understanding of course content (Pollozi et al, 2019;Salemi, 2009). However, it is important to consider that digital distractions remain possible and can detract from student engagement during the lecture period (Aljaloud et al, 2019;Pistilli & Cain, 2016, p. 247).…”

Section: Top Hatmentioning

confidence: 99%

A comparison of flipped learning with traditional learning (face-to-face) in large calculus courses: The effects on students’ achievement and cognitive engagement

Mohammad,

Demers,

Kopel

2023

Journal of Mathematics and Science Teacher

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This research paper investigates the effectiveness of combined flipped classroom (FC) with a plethora of Prep materials, small-group Collaboration, student Presentations, TopHat Clickers, and Engaged labs (PCPCE) on students’ achievement and cognitive engagement from the students’ perceptions. Although FC format is not new, we use a different implementation of an FC (FC-PCPCE) in a calculus class. Educational and edutainment elements were investigated through a questionnaire that assessed learning gain, relatedness, challenges, learner-related factors, and self-reflection in terms of mathematics ability and perceived interest in the subject. We analyze both qualitative and quantitative survey responses from 354 first-year students participating in calculus classes at a large Canadian public university. We compare the perceptions of FC-PCPCE students to those of students in a traditional (i.e., non-flipped) classroom. The survey analysis shows that even with many students enjoying the implementation of FC-PCPCE format, students in the traditional classroom reported higher levels of satisfaction, interest, belonging, content recall, and experienced fewer academic challenges such as procrastination. The results of this study will aid educators in designing courses that benefit students and guide researchers who wish to pursue further studies on this topic.

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Section: Top Hatmentioning

confidence: 99%

A comparison of flipped learning with traditional learning (face-to-face) in large calculus courses: The effects on students’ achievement and cognitive engagement

Mohammad,

Demers,

Kopel

2023

Journal of Mathematics and Science Teacher

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Wirkungen der Umstellung einer Grundlagen-„Vorlesung“ Anorganische Chemie auf ein Inverted-Classroom-Modell

Burdinski

2022

Hochschullehre Erforschen

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Peer instruction in chemistry classes: systematic review on contributions and possibilities

Herzer Griebeler,

Passos,

Selvero Pazinato

2024

Educación Química

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This work provides a mapping of studies concerning Peer Instruction (PI) in the teaching of chemistry. To this end, a systematic review was undertaken of how PI has been implemented and investigated in chemistry classes, as well as the impact of PI on the learning outcomes of students. The review covers the period from 1991 to 2022. The reported studies were mainly conducted at higher education institutions, at public universities in England, Turkey, the USA, and Brazil. In chemistry courses, the PI method was implemented in subareas such as general chemistry, physical chemistry, and analytical chemistry. Some studies adapted PI to online courses, while others compared different types of peer groups and investigated the influence of different factors on PI, such as pre-class reading and showing live voting results. The effectiveness of PI varied depending on the way it was implemented, such as in peer grouping, online activities, or presential classes. The outcomes of PI in chemistry classes have mainly been monitored by means of the perceptions of the students, with performance in answering conceptual questions frequently being used as an assessment tool. This review found only a few studies concerning PI in chemistry, particularly in high school chemistry classes. Additionally, pre-class activities were not widely employed. Most of the articles utilized quantitative analysis and indicated positive outcomes for the learning process.

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Using Clicker-Based Group Work Facilitated by a Modified Peer Instruction Process in a Highly Successful Flipped General Chemistry Classroom

Cited by 3 publications

References 41 publications

A comparison of flipped learning with traditional learning (face-to-face) in large calculus courses: The effects on students’ achievement and cognitive engagement

A comparison of flipped learning with traditional learning (face-to-face) in large calculus courses: The effects on students’ achievement and cognitive engagement

Wirkungen der Umstellung einer Grundlagen-„Vorlesung“ Anorganische Chemie auf ein Inverted-Classroom-Modell

Peer instruction in chemistry classes: systematic review on contributions and possibilities

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