ガクセイ　ノ　リカイ　ヲ　フカメル　ハンテンジュギョウ　ノ　ジュギョウ　デザイン　ノ　トクチョウ : ダイガク　ニ　オケル　カガク　ノ　ジュギョウ　ヲ　ジレイ　ニ

Abstract

This study aimed to suggest an opinion for the design of a flipped classroom through examining acase study in which the practicality of a flipped classroom in chemistry lessons was studied. In recent years, deep learning for students has become a matter of strong interest for higher education. Flipped learning has become widespread in higher education. This new instructional strategy is different from the ones used in a conventional classroom in which students carry out desk work. In a flipped classroom, instructional content is delivered online and outside the classroom. On the other hand, group work is conducted inside the classroom. This study focused on the use of a flipped classroom in a “Basic Inorganic Chemistry” class for sophomores in Osaka University. It was found that most students were satisfied with this method. Students established their own strategy of self-learning through watching videos and deeply understood the instructional content through mutual teaching and learning in group work. The findings demonstrated that the factors that promote a flipped classroom include designing students’ activities, learning objectives, and learning environment inside and outside of class (both before and after class)