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Erin Quast

Mentor Department

Teaching and Learning


The world students live in and learn in is changing, and students are getting information in new and different ways, and learning in new and different ways. The traditional learning style classroom with students listening to lectures from teacher, taking notes, doing an assignment, and then being assessed isn’t effective anymore. Over the last 20 years, learning has shifted from passive teacher-centered to active learner-centered. The more hands-on activities students can do the more engaged and interested in learning students become. The problem with this is there just isn’t enough time to do all the activities students need in order to make meaningful connections in their learning. The flipped classroom model allows students to learn basic content on their own at home, and then engage in content connecting activities in-class in a group setting that allow ideas to be shared and different learning styles to emerge. This study will look to see how the flipped classroom model using concept connecting activities can be an effective way on increase student understanding of gas laws. The study was conducted over a 5- week period in an Honors Chemistry class during a unit on gas laws. Students watched basic content videos at home and did some basic problem-solving homework, and in-class students did group activities that were built on previous chemistry concepts and concepts within the gas law unit. The students were evaluated using group quizzes, individual quizzes, and a unit test. These scores were then correlated with other class data and data from the previous year’s test scores to find emerging patterns. The students also completed a Likert scale survey about their opinion of the flipped model and how it helped with their understanding of gas laws. The overall goal was to determine if the flipped classroom model helped with student understanding of gas laws and if content connections were made throughout the unit.

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