The flipped classroom is a relatively new active learning pedagogical intervention, gaining popularity as a blended learning methodology. The flipped classroom comprises two distinct parts, directed learning carried out at the student's own pace away from the classroom and an interactive, class‐based activity encouraging problem‐solving and experiential learning. This research presents a 1‐year study to measure student performance and perception toward a flipped classroom approach to teaching core biochemical calculations to first‐year undergraduate biochemistry and genetics students. A post‐task questionnaire showed an overall positive student perception with an associated significant improvement in the end of module summative assessment. These results suggest that this teaching approach offers some advantages over more traditional teaching pedagogies.

中文翻译：

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采用翻转课堂方法向生物化学和遗传学学生教授摩尔计算

翻转课堂是一种相对较新的主动学习教学干预，作为混合学习方法越来越受欢迎。翻转课堂由两个不同的部分组成，一个是在课堂之外按照学生自己的节奏进行的定向学习，另一个是鼓励解决问题和体验式学习的交互式课堂活动。这项研究提出了一项为期 1 年的研究，以衡量学生对翻转课堂方法向一年级本科生生物化学和遗传学学生教授核心生化计算的表现和看法。任务后调查问卷显示学生整体积极的看法与模块总结性评估结束相关的显着改善。