In this project, we have found that flipping the lab/lecture paradigm to lab first has had a positive impact on both student learning and student attitudes about what it means to study science. In contrast to the traditional approach, students enter the lab with minimal information about the principals involved in the experiment. They conduct the lab exercises with a unique set of conditions. The experimental data are then pooled and form the basis for classroom discussion. Students work together in small and large groups to discover the larger trends and underlying principles from their own data in. This pedagogical approach has been implemented in both the second semester of a traditional chemistry course as well as in a one semester accelerated general chemistry course.Student learning was measured using the ACS General Chemistry exam and attitudes were assessed using the Colorado Learning Attitudes about Science Survey or (CLASS-chemistry). The CLASS survey was given in a pre-test/post-test format. Baseline surveys of students enrolled in the non-flipped format with traditional lecture followed by labs that demonstrate lecture principles were compared to students taking the flipped format. We have seen an improved performance on the ACS standardized exam of 11 percentile points and shifts in attitudes toward those that are typical of expert scientists.

Flipping the lab:  Using a lab first approach for teaching General Chemistry

247th National Meeting (2014)

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