Unlocking chemistry calculation proficiency: uncovering student struggles and flipped classroom benefits
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10494144" target="_blank" >RIV/00216208:11410/25:10494144 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=s6-fdhy8a1" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=s6-fdhy8a1</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1515/cti-2024-0054" target="_blank" >10.1515/cti-2024-0054</a>
Alternative languages
Result language
angličtina
Original language name
Unlocking chemistry calculation proficiency: uncovering student struggles and flipped classroom benefits
Original language description
This study investigated the challenges first-year bachelor teacher students (N = 24 in experimental and 36 in the control group) face in basic chemistry calculations, a critical aspect of chemistry education. This study investigated the effectiveness of a flipped-classroom model in a Chemistry Calculations course for pre-service teachers during the pandemic-induced shift to online education. A control group, which experienced traditional in-person instruction, and an experimental group, which experienced the flipped-classroom model, were compared. The students' progress was measured through pre- and post-tests covering five types of chemical calculations, and interviews with 12 students provided additional insights. Results indicated that while students generally handle calculations involving composition of solutions well, they struggle with pH calculations, mixing equations, and balancing chemical equations. The study identified lack of attention to these topics in some secondary schools and students' difficulties with mathematical concepts as key factors in these challenges. This research aims to guide undergraduate instructors in optimising course content to address these issues, thereby improving students' performance, and reducing dropout rates. It highlights the need for further investigation into the teaching of chemistry calculations at the secondary level.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Chemistry Teacher International: Best Practices in Chemistry Education
ISSN
2569-3263
e-ISSN
2569-3263
Volume of the periodical
7
Issue of the periodical within the volume
1
Country of publishing house
DE - GERMANY
Number of pages
20
Pages from-to
121-140
UT code for WoS article
001417512400001
EID of the result in the Scopus database
2-s2.0-105002263455