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From preparation to performance: How a flipped classroom promotes conceptual learning and problem-solving in inorganic chemistry | ||
| پژوهش در آموزش شیمی | ||
| مقاله 24، دوره 8، شماره 2 - شماره پیاپی 30، تیر 1405، صفحه 133-151 اصل مقاله (931.4 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2026.21751.1392 | ||
| نویسندگان | ||
| Majid Afshari1؛ Amir Hossein Cheshme Khavar* 2؛ Hossein Darvishnejad2 | ||
| 1Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده | ||
| Background and Objective: Inorganic chemistry is widely recognized as a conceptually rigorous and experimentally intensive discipline, for which traditional lecture-based instruction frequently affords limited opportunities for structured reasoning and collaborative engagement. Flipped pedagogy reallocates initial content acquisition to the pre-class phase, thereby transforming in-class time into an interactive environment dedicated to higher-order problem-solving, peer discourse, and formative assessment. This study investigates the effects of flipped instruction on undergraduate students’ academic performance and the development of their problem-solving competencies in an inorganic chemistry course. Methods: A convergent mixed-methods, quasi-experimental design was implemented involving 88 pre-service science teachers across four intact classes. Two classes were exposed to flipped instruction, while the remaining two received conventional lecture-based teaching over the course of one semester under the guidance of the same instructor to ensure instructional consistency. Academic achievement was evaluated using a pre-knowledge test, as well as midterm and final examinations. Problem-solving skills were assessed at three time points—at the beginning, midpoint, and conclusion of the semester—through a validated questionnaire. Qualitative data derived from open-ended questionnaire responses were subjected to inductive coding and thematic analysis. Findings: The groups were comparable at baseline. The flipped cohort exhibited a modest advantage on the midterm that did not remain statistically significant after correction; however, they achieved significantly higher scores on the final examination, with the performance gap widening by the end of the semester. Moreover, they demonstrated greater gains in problem-solving skills at the final assessment. Qualitative findings converged with these results, indicating deeper conceptual understanding, enhanced multistep reasoning, more substantive peer collaboration, and increased motivation. Reported challenges included a substantial pre-class workload, stress associated with readiness checks, uneven levels of preparation, and limited internet access. Conclusion: Flipped instruction can strengthen achievement and problem-solving in inorganic chemistry when pre-class tasks are manageable, and in-class activities are carefully scaffolded. Given the single-institution setting and technology constraints, replication across diverse universities and learning conditions is needed. | ||
| کلیدواژهها | ||
| Flipped Classroom؛ Inorganic Chemistry؛ Problem-Solving Skills؛ Mixed-Methods؛ Self-Regulated Learning | ||
| عنوان مقاله [English] | ||
| From preparation to performance: How a flipped classroom promotes conceptual learning and problem-solving in inorganic chemistry | ||
| نویسندگان [English] | ||
| Majid Afshari1؛ Amir Hossein Cheshme Khavar2؛ Hossein Darvishnejad2 | ||
| 1Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective: Inorganic chemistry is widely recognized as a conceptually rigorous and experimentally intensive discipline, for which traditional lecture-based instruction frequently affords limited opportunities for structured reasoning and collaborative engagement. Flipped pedagogy reallocates initial content acquisition to the pre-class phase, thereby transforming in-class time into an interactive environment dedicated to higher-order problem-solving, peer discourse, and formative assessment. This study investigates the effects of flipped instruction on undergraduate students’ academic performance and the development of their problem-solving competencies in an inorganic chemistry course. Methods: A convergent mixed-methods, quasi-experimental design was implemented involving 88 pre-service science teachers across four intact classes. Two classes were exposed to flipped instruction, while the remaining two received conventional lecture-based teaching over the course of one semester under the guidance of the same instructor to ensure instructional consistency. Academic achievement was evaluated using a pre-knowledge test, as well as midterm and final examinations. Problem-solving skills were assessed at three time points—at the beginning, midpoint, and conclusion of the semester—through a validated questionnaire. Qualitative data derived from open-ended questionnaire responses were subjected to inductive coding and thematic analysis. Findings: The groups were comparable at baseline. The flipped cohort exhibited a modest advantage on the midterm that did not remain statistically significant after correction; however, they achieved significantly higher scores on the final examination, with the performance gap widening by the end of the semester. Moreover, they demonstrated greater gains in problem-solving skills at the final assessment. Qualitative findings converged with these results, indicating deeper conceptual understanding, enhanced multistep reasoning, more substantive peer collaboration, and increased motivation. Reported challenges included a substantial pre-class workload, stress associated with readiness checks, uneven levels of preparation, and limited internet access. Conclusion: Flipped instruction can strengthen achievement and problem-solving in inorganic chemistry when pre-class tasks are manageable, and in-class activities are carefully scaffolded. Given the single-institution setting and technology constraints, replication across diverse universities and learning conditions is needed. | ||
| کلیدواژهها [English] | ||
| Flipped Classroom, Inorganic Chemistry, Problem-Solving Skills, Mixed-Methods, Self-Regulated Learning | ||
| مراجع | ||
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