Over the past two years, the teaching team in Chemistry 233 has implemented course videos to replace face-to-face lectures. In class, instructors facilitate learning using worksheets. This instructional strategy is currently referred to as the “flipped classroom”. We have collected midterm and end-of-term evaluation survey data, beliefs and attitudes data, pre-class quiz results, and exam results for the past several years. We would like to conduct detailed analysis of these data to answer the following questions:
1. What is the effect of performance or participation grades on student engagement with pre-class quizzes?
2. How does students’ pre-class preparation (video watching habits and quiz success) influence their success in the class?
3. What are the differences in performance on specific questions or type of questions from 2012-2014, and to what extent can these differences be explained by pedagogy?
4. How do learning attitudes and beliefs relate to perception of learning in the flipped classroom environment? That is, what types of students prefer this mode of instruction?
Answering the above questions will inform future decisions about the structure of Chemistry 233. We expect what we learn from this analysis will be useful to others in the Department, specifically first-year courses exploring flexible learning and new courses offerings for our upcoming curriculum change.
Over the last decade, researchers in science education have identified a variety of student beliefs that shape and are shaped by student classroom experience.1,4,5,7 Based on studies of students’ beliefs, researchers have developed instruments designed to probe these beliefs.8
Building on this prior work, researchers at Colorado have developed and validated another instrument, the Colorado Learning Attitudes about Science Survey, CLASS.The CLASS draws from the existing surveys (MPEX6, VASS3, EBAPS2) and adds and refines material to account for other student ABs observed to be important in educational practice.7
I have been analyzing students’ attitudes towards chemistry from year 2012 to 2014 and compared pre- and post-class surveys. I also studied the correlation of attitudes with their final grades: whether more expert-like attitudes towards chemistry will lead to higher grade?
1. Bransford, J.D., Brown, A.L., and Cocking, R.R. (2002). How People Learn Washington D.C.: National Academy Press.
2. Elby, A., Epistemological Beliefs Assessment for Physical Science http://www2.physics.umd.edu/~elby/EBAPS/home.htm
3. Halloun, I. A. “Views About Science and Physics Achievement: The VASS
Story.” In The Changing Role of Physics Departments in Modern
Universities: Proceedings of the ICUPE, E.F. http://modeling.asu.edu/R&E/Research.html
4. Hammer, D. (2000) Student resources for learning introductory physics, American Journal of Physics, 68, S52-S59.
5. Redish, E.F.,(2003). Teaching Physics with Physics Suite, John Wiley & Sons.
6. Redish, E., Saul, J.M. and Steinberg, R.N. (1998). Student Expectations in Introductory Physics American Journal of Physics, 66, 212-224. www.physics.umd.edu/perg/expects/index.html
7. Seymour, E. and Hewitt, N.,(1997). Talking about Leaving, Westview Press.
8. Seymour, E. and Zeilik, M., Field-tested Learning Assessment Guide (FLAG), http://flaguide.org
As an example of how this information will help us in designing CHEM 233, we have offered the flipped course once with performance-scored pre-class quizzes and once with participation-scored pre-class quizzes. The quizzes were very similar between years. Knowing how the scoring relates to student engagement and the quality of quiz responses will help us decide which way to score pre-class quizzes in the future.
Additionally, since we are spending more time in class on challenging, exam-level problems, we would expect student performance on these types of questions on exams to reflect this additional time. If we do not see a difference, we will modify our approach to continue to help students meet our course objectives.