000			01919nam a22002177a 4500
005			20231020165024.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
100			_aBoesdorfer, Sarah B.
245			_aExperiences with Flipped Classroom Methodology in US High School Chemistry Courses _b: Lessons Learned from Action Research Projects (Journal Article)
260			_aWashington DC _b:American Chemical Society _c,2023
300			_a2096-2104p.
440			_aJournal of Chemical Society _v, Volume 100: Number 6, June 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_a 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.
650			_aHigh School| Introductory Chemistry | Chemical Education Research | Multimedia-Based Learning| Student-Centered Learning
700			_aAnderson, Stacie M. | Botello, Jessie A. | Webb, Katherine E.
700			_aMowery, DeLora | Daughety, Brandon M. | Harris, Maricar Maxine
856			_uhttps://pubs.acs.org/doi/10.1021/acs.jchemed.2c01016
942			_cPER
999			_c44580 _d44579