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Adopting a flipped classroom approach for teaching molar calculations to biochemistry and genetics students.
- Source :
-
Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology [Biochem Mol Biol Educ] 2020 May; Vol. 48 (3), pp. 220-226. Date of Electronic Publication: 2019 Dec 30. - Publication Year :
- 2020
-
Abstract
- The flipped classroom is a relatively new active learning pedagogical intervention, gaining popularity as a blended learning methodology. The flipped classroom comprises two distinct parts, directed learning carried out at the student's own pace away from the classroom and an interactive, class-based activity encouraging problem-solving and experiential learning. This research presents a 1-year study to measure student performance and perception toward a flipped classroom approach to teaching core biochemical calculations to first-year undergraduate biochemistry and genetics students. A post-task questionnaire showed an overall positive student perception with an associated significant improvement in the end of module summative assessment. These results suggest that this teaching approach offers some advantages over more traditional teaching pedagogies.<br /> (© 2019 International Union of Biochemistry and Molecular Biology.)
Details
- Language :
- English
- ISSN :
- 1539-3429
- Volume :
- 48
- Issue :
- 3
- Database :
- MEDLINE
- Journal :
- Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
- Publication Type :
- Academic Journal
- Accession number :
- 31886932
- Full Text :
- https://doi.org/10.1002/bmb.21328