Developing understanding

By Education in Chemistry2015-05-11T00:00:00

Discussions from the magazine, website, blog and social media

Last issue, David Read reported on research on the impact of flipping organic chemistry teaching. The researchers found a small, but statistically significant, improvement on adoption of the flipped model. Readers responded, with some querying how effective the intervention was, whilst others read further into the findings. This story also inspired teachers to relate how they've use flipped teaching.

Also in last issue, David Read described the development and implementation of a novel pedagogy: dynamic problem-based learning (dPBL). This sparked discussion among two of our readers, as one contacted us with concerns around this pedagogy whilst another felt it an important teaching technique.

To read the discussions in full view the article, also featuring conversations around practical science assessment and worked examples in problem solving.

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