01919nam a22002177a 4500 20231020165024.0 231020b ||||| |||| 00| 0 eng d 0021-9584 Boesdorfer, Sarah B. Experiences with Flipped Classroom Methodology in US High School Chemistry Courses : Lessons Learned from Action Research Projects (Journal Article) Washington DC :American Chemical Society ,2023 2096-2104p. Journal of Chemical Society , Volume 100: Number 6, June 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: Especially since the Covid-19 pandemic when teachers might have found or created videos for students to watch, flipped classroom methodology has interested many secondary-level chemistry teachers. However, as the secondary coauthor teachers here found, most of the research on the effectiveness of flipped classroom methodology has been performed at the collegiate level. To help fill this gap, six high school teachers from different schools present their research and experience with flipped classroom methodologies in their classes. Taken as a collective, their research, aligning with previous research, suggests that there likely will not be gains on exam scores or course grades for high school students when a classroom is “flipped”, but there are other positive reasons that flipped classroom methodology might be a useful tool in the secondary-level chemistry classroom. High School| Introductory Chemistry | Chemical Education Research | Multimedia-Based Learning| Student-Centered Learning Anderson, Stacie M. | Botello, Jessie A. | Webb, Katherine E. Mowery, DeLora | Daughety, Brandon M. | Harris, Maricar Maxine https://pubs.acs.org/doi/10.1021/acs.jchemed.2c01016 PER 0 0 0 0 RIEBPL RIEBPL 2023-10-20 0 2023-10-20 00:00:00 2023-10-20 PER 44580 44579