ISSN: 2222-6990
Open access
The purpose of the study is to investigate whether innovative approach called Guided Cooperative Flipped Classroom can be accepted by students during the learning of Molecular Orbital. Molecular Orbital theory is one of the topics teach in Inorganic Chemistry. This course is enrolled by pre-service science teacher major or minor in chemistry. Although Flipped Classroom has been widely accepted, this is the first time the approach experienced by the students. Unlike other courses, students always have a negative perception toward chemistry course, for example chemistry subject is difficult to understand and is not easy to pass. Case study approach was adopted to discover students’ acceptance on the approach through survey and informal interview. The study was carried out with four guided learning steps: Intentional Content Approach, Higher Order Thinking Activities, Sharing and Feed-Forward Feedback Session and Reflection Session. In general, majority of the students perceived positive direction towards the approach and belief that the approach support and engage them in learning inorganic chemistry much better compare to traditional way of learning. Some of the students feel that, this is the first time that they learn chemistry meaningfully. It can be concluded that the Guided Cooperative Flipped Classroom is acceptable as an alternative approach in understanding Molecular Orbital Theory.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale, and a call for research. Higher Educ. Res. Dev. 34, 1–14. doi:10.1080/07294360.2014.934336.
Awidia, I. T., & Paynterb, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.
Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. Unpublished manuscript, American Society for Engineering Education, 12th ASEE Annual Conference and Exposition.
Cardellini, L. (2012). Chemistry: Why the Subject is Difficult? Educación Química, 23, 305-310. 10.1016/S0187-893X(17)30158-1
Cha, J., & Kim, H. B. (2013). Flipping organic chemistry course: Possibilities and challenges. International Conference on Chemical Engineering and Bioprocess Engineering. Institute of Physics (2016). IOP Conference Series. Earth and Environmental Science 36, 012013. doi:10.1088/1755-1315/36/1/012013.
Cormier, C., & Voisard, B. (2018). Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades. Front. ICT 4:30. doi: 10.3389/fict.2017.00030.
Fautcha, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice 16(1), 179-186.
Foldnes, N. (2016). The ?ipped classroom and cooperative learning: evidence from a randomized experiment. Active Learning in Higher Education, 17,39–49.
Gurses, A., Dogar, C., & Geyik E. (2015). Teaching of the Concept of Enthalpy Using Problem Based Learning Approach. Procedia - Social and Behavioral Sciences 197, 2390-2394.
Johnson, G. B. (2013). Student Perceptions of The Flipped Classroom. Unpublished Master’s thesis, The University of British Columbia.
Lin, J. W., Yen, M. H., Liang, J. C., Chiu, M. H., & Guo, C. J. (2016). Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2617-2646.
Munir, M. T., Baroutian, S., Young, B. R., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers, 23, 25-33.
Poë, J. C. (2015). Active Learning Pedagogies for the Future of Global Chemistry Education. In J. G. Mart´?nez & E. S. Torregrosa, Chemistry Education: Best Practices, Opportunities and Trends (pp. 279-299). Germany: Wiley-VCH Verlag GmbH & Co.
Rahhoua, A., Kaddaria, F., Elachqara, A., & Oudrhiria, M. (2015). Infinity Small Concepts in The Learning of Chemistry. Procedia - Social and Behavioral Sciences 191, 1337 – 1343.
Rodríguez, C. M., Corona, L. B., & Ibáñez, M. V. (2015). Cooperative Learning in the Implementation of Teaching Chemistry (Didactic Instrumentation) in Engineering in México. Procedia - Social and Behavioral Sciences, 174, 2920-2925.
Salleh, M. F. M., Abdullah, N., Alias, N. A., & Ismail, M. H. (2014). Malaysian and Steiner Waldorf Science Curricular Practices: A Comparative Study and Implications for The Design of Science Teacher Education. STEM Planet Journal 1, 1-12.
Schell, J., & Mazur, E. (2015). Flipping the Chemistry Classroom with Peer Instruction. In J. G. Mart´?nez & E. S. Torregrosa, Chemistry Education: Best Practices, Opportunities and Trends (pp. 319-329). Germany: Wiley-VCH Verlag GmbH & Co.
Smith, J. D. (2013). Student attitudes toward ?ipping the general chemistry classroom. Chemistry Education Research and Practice, 14, 607–614.
Supasorn, S., Kamsai, L., & Promarak, V. (2014). Enhancement of learning achievement of organic chemistry using inquiry-based semi-small-scale experiments (SSSEs). Procedia - Social and Behavioral Sciences 116, 769-774.
Tsaparlis, G., & Sevian, H. (2013). Concept of Matter in Science Education. Innovation in Science Education Technology 19. Springer.
Warfa, A. R. M. (2015). Using Cooperative Learning to Teach Chemistry: A Meta-analytic Review. Journal of Chemical Education, 93(2), 248-255. doi: 10.1021/acs.jchemed.5b00608.
Woldeamanuel, M. M., Atagana, H., & Engida, T. (2014). What Makes Chemistry Difficult? AJCE 4(2), Special Issue, ISSN 2227-5835.
Yestrebskya, C. L. (2015). Flipping the Classroom in a Large Chemistry Class-Research University Environment. Procedia - Social and Behavioral Sciences, 191, 1113-1118.
Yusuf, S. D. (2013). Effects of Using Gagne’s Learning Hierarchy on Chemistry Students’ Academic Achievement and Anxiety Level in Balancing Chemical Equations In Secondary Schools In Katsina Metropolis, Nigeria. IOSR Journal of Applied Chemistry, 5(4), 10-15.
In-Text Citation: (Aris et al., 2020)
To Cite this Article: Aris, S. R. S., Salleh, M. F. M., & Ismail, M. H. (2020). Guided Cooperative Flipped Classroom Approach in Learning Molecular Orbital Theory. International Journal of Academic Research in Business and Social Sciences, 10(14), 200–212.
Copyright: © 2020 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode