This document discusses flipped pedagogy, specifically as it relates to chemistry education. It defines flipped teaching as assigning traditionally in-class activities like lectures as homework, and traditionally out-of-class activities like exercises as in-class work. This allows class time to be used for active learning, discussion, and problem-solving. The document outlines benefits like personalized learning and improved retention, but also drawbacks such as technological barriers. It finds that flipped learning has been shown to be effective for various chemistry topics when pre-class and in-class activities are designed well and technologies are utilized to facilitate the approach.

1. FLIPPED
PEDAGOGY
Strategies and Technologies in
Chemistry Education
By Muhammad Raihan Albaihaq & Amatullah Aulia Saputra

2. WHAT?
Flipped pedagogy refers to a specific and widely used variety of blended
learning, discussed in depth here.What is flipped teaching?Flipped teaching is a
specific variety of blended instruction in which traditionally in-class activities
(especially lectures) are done as homework, while traditional homework
activities (like working through practice exercises) are done in class. A typical
example of a flipped class is one in which the instructor pre-records the lectures,
posts the recordings to Canvas for students to watch before class, and then
assists the students as they work through assignments during class time. Such
an approach is designed to maximize the special power of the in-person
classroom to facilitate social learning while moving content delivery like
lecturing to out-of-class homework time, where students have the best
opportunity to focus individually.

3. 1. Active Learning: Students engage
with content outside of class,
allowing in-class time for active
discussions and problem-solving.
2. Personalized Learning: Students can
learn at their own pace, reviewing
material as needed.
3. Increased Interaction: More
opportunities for one-on-one
interaction with the instructor.
4. Improved Retention: Active learning
and discussion often lead to better
understanding and retention of
material.
5. Flexibility: Students can access
content when it suits them,
accommodating different learning
styles and schedules.
1. Technological Barriers: Access to
necessary technology can be a
challenge for some students.
2. Self-Motivation: Students must be
self-motivated to complete pre-class
assignments.
3. Time-Consuming for Instructors:
Creating quality pre-class materials
can be time-intensive.
4. Inequities: Students with different
levels of support or resources at
home may be at a disadvantage.
5. Resistance to Change: Faculty and
students may resist a shift from
traditional teaching methods.
BENEFITS DRAWBACKS

4. CHALLENGES
While flipped teaching now has a great deal of empirical
support, there remain significant challenges to those
undertaking it, mainly in preparation (which is often extensive)
and student adaptation (students often feel at first that they are
not learning as well as in traditional classes).Fortunately, remote
teaching has become more pervasive which has eased both of
these challenges: many departments and instructors have
accrued considerable preparatory materials (pre-recorded
lectures, engaging activities) for online delivery, and students
have greater experience with various modes of online
interactions. In addition, the widespread adoption of
technologies like Zoom, Panopto, and Canvas has made pre-
recording and posting material a great deal easier.

5. METHOD
The method used in this experiment is focused on assessing the methodologies,
implementation, evaluation, and learning outcomes of flipped chemistry courses
on a global scale. The review involved selecting relevant research papers,
conference proceedings, and e-books. To find suitable articles, databases like
the Education Resources Information Center (ERIC), Web of Science, and
Google Scholar were searched using specific terms related to flipped classroom
and chemistry education. Additionally, a backward literature search was
conducted. The chosen articles, from peer-reviewed journals, were filtered
based on subject, research methods, and evaluation techniques. The content
analysis method was then applied to analyze the data, which included details
about class size, student grades, pre-class and in-class activities, course
subjects, publication year, and author information. To organize this information, a
Microsoft Excel spreadsheet was created.

6. FINDINGS AND RESULT
According to the survey findings, the utilization of advanced technologies in flipped learning is
shown to be effective, particularly for teaching various chemistry modules like general
chemistry, organic chemistry, analytical chemistry, laboratory chemistry, spectroscopy, and
instrumental techniques. Researchers have consistently demonstrated the effectiveness of
the flipped teaching approach in chemistry education through diverse methodologies.Several
factors contribute to the success of flipped chemistry courses, including: 1. Pre-class and in-
class activities that enhance the responsibilities of both teachers and students in chemistry
learning.2. The ability of teachers to identify students with misconceptions and learning
challenges through pre-class performance.3. The use of pre-class learning resources and
warm-up questions to facilitate more advanced discussions during class, saving time in
laboratory courses.4. The flexibility of the flipped framework, allowing it to be seamlessly
integrated with other teaching strategies like PLTL, POGIL, JiTT, etc., to enhance learning
outcomes.5. The student-centered learning approach fosters self-paced learning, collaborative
learning, problem-solving skills, communication confidence, and higher-order thinking skills
among students.The reported effectiveness of the flipped classroom in chemistry education
provides substantial empirical evidence to enhance engagement and improve learning
outcomes in both theoretical and laboratory courses.

7. THANKS!
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