What: Evidence-Based Instructional Practices: Flipped Classrooms and Inquiry-Based Teaching Strategies
Symposium Organizer: Kathleen Carrigan (email: email@example.com)
Where: 2020 Biennial Conference on Chemical Education
When: July 18-23, 2020
Where: Oregon State University (Corvallis, OR)
Abstract Submission for Symposium: https://bcce2020.org/abstract-submissions/
Symposium Information: This symposium is jointly sponsored by the Two-Year College Chemistry Consortium (2YC3), the American Association for Chemistry Teachers (AACT), the Chemistry Education Research Committee from the ACS Division of Chemical Education, and the American Chemical Society Committee on Education communities as an attempt to allow chemistry educators at all levels to learn from each other. There are many different instructional practices we can use to help our students learn chemistry. The most effective of these practices are supported by classroom- and/or research-based evidence. This symposium is meant to be a place for sharing those evidence-based practices: both the research that explains why they work and how to implement them in our classrooms. Presenters from high schools, community colleges, and universities will discuss, for example, how they use these techniques in their classrooms, ways to modify the techniques to meet the needs of learners from diverse backgrounds and with diverse abilities, ways to assess the impact of these techniques on student learning, or educational research supporting the use of the techniques. The inaugural sessions of this symposium will focus on two specific evidence-based instructional practices that allow students to engage directly in constructing their understanding of chemistry content: flipped classrooms and inquiry-based teaching strategies.