L'expérience d'apprentissage des étudiants dans un cours inversé d'introduction à la chimie organique : Un cours conçu pour des étudiants sans spécialisation en chimie

Auteurs-es

  • Horace Luong University of Manitoba
  • Thomas Falkenberg University of Manitoba
  • Mahdi Rahimian Queen’s University

DOI :

https://doi.org/10.21432/cjlt27917

Mots-clés :

chimie organique, premier cycle universitaire, classe inversée, apprentissage hybride, cours non spécialisé

Résumé

L'utilisation de la classe inversée a gagné en popularité dans diverses disciplines de l'enseignement supérieur en tant que stratégie d'apprentissage actif centrée sur l'étudiant. Dans cette étude, un cours d'introduction à la chimie organique pour les étudiants dont la spécialisation n'est pas la chimie a été enseigné en utilisant une conception de classe inversée, en incorporant l'apprentissage hybride pour fournir le contenu et en utilisant le travail de groupe dans la salle de classe. Les expériences d'apprentissage de ces étudiants inscrits au cours sont discutées. La majorité des étudiants se sont adaptés à la stratégie et ont déclaré avoir un sentiment d'autonomie par rapport à leur apprentissage. Les étudiants ont également déclaré croire que la plupart des éléments de la conception de la classe inversée constituaient une bonne utilisation de leur temps pour apprendre la chimie organique.

Bibliographies de l'auteur-e

Horace Luong, University of Manitoba

Horace Luong is a senior instructor in the Department of Chemistry at the University of Manitoba, Canada. His research interests are in developing novel synthetic organic chemistry experiments for undergraduate students with a focus towards green chemistry.

Thomas Falkenberg, University of Manitoba

Thomas Falkenberg, Professor, Faculty of Education, University of Manitoba, Canada and the editor or co-editor of a number of books on teacher education and education for sustainable well-being. Thomas is the current Chair of the Editorial Board of the ESWB Press of the University of Manitoba (www.ESWB-Press.org).

Mahdi Rahimian, Queen’s University

Mahdi (Matt) Rahimian, Academic Integrity Coordinator at Queen’s University in Ontario, Canada.. Matt has worked in more than fourteen post-secondary institutions in Canada and abroad. His areas of interest include post-secondary education, international education, second/additional language learning, and research methodology in education.

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Publié-e

2021-08-09

Numéro

Vol. 47 No. 1 (2021): Hiver

Rubrique

Articles

Licence

© Horace Luong, Thomas Falkenberg, Mahdi Rahimian 2021

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.