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Chemistry Education Research


Chemistry education research in the UCR Department of Chemistry focuses on assessing the impact of engaging pedagogies that have been implemented in large enrollment introductory chemistry courses. One ongoing project focuses on the impact of the flipped classroom structure on student learning. A previous quasi-experimental study found that students enrolled in a course that incorporated flipped classroom modules had higher final course grades compared to students enrolled in a course taught exclusively in the traditional lecture format. A more recent study employed a randomized controlled trial experiment to probe when student learning occurs within a model flipped classroom intervention. This study revealed significant learning occurs in the online pre-lecture learning portion of the flipped classroom, a fact often overlooked by both educational researchers and classroom practitioners. Finally, a new research project has been initiated in which the use of concept mapping exercises has been used to help facilitate conceptual learning in large enrollment introductory chemistry courses. The impact of these concept mapping exercises is being assessed, and studies in which traditional concept map activities are combined with conceptual creative exercises have been initiated. 

 

Learning in the Flipped Classroom
Learning in the Flipped Classroom

 

 

Representative Publications: 
 
  • J.F. Eichler* and J. Peeples, “Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades,” Chemistry Education Research and Practice, 2016, 17, 197-208. DOI: 10.1039/C5RP00159E
  • M.D. Casselman,* K. Atit, G. Henbest, C. Guregyan, K. Mortezaei, and J.F. Eichler,* 2020 (Article ASAP), "Dissecting the flipped classroom: Using a randomized controlled trial experiment to determine when student learning occurs." Journal of Chemical Education, DOI: 10.1021/acs.jchemed.9b00767   
  • L.E., Talbert, J. Bonner, K. Mortezaei, C. Guregyan, G. Henbest, and J.F. Eichler,* 2020, "Revisiting the Use of Concept Maps in a Large Enrollment General Chemistry Course: Implementation and Assessment." Chemistry Education Research and Practice, DOI: 10.1039/C9RP00059C

 

Jack Eichler

The Eichler research group focuses on two principle objectives: 1) developing, implementing, and assessing flipped classroom structures; and 2) implementing classroom activities that can help facilitate conceptual understanding within large enrollment classroom environments. 
 

Matthew Casselman

The goal of out research is to explore the effectiveness of active and blended learning modes in organic chemistry courses; specifically how online learning spaces might be designed in order to facilitate greater student learning.
 

 

 

 

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