Abstract:

The evidence of increased student satisfaction and improving course grades, promoted the flipped learning approach.

The flipped classroom approach meets the conceptual needs of our time since developing meta-cognitive abilities proved to contribute to building lifelong learning.

Due to the successful outcomes of the inverted classroom, the flipped learning became a pedagogy and educational rising strategy among all education sciences.

This study analyzes the effect of Flipped classroom on higher order learning in organic chemistry courses. It has been suggested that in higher education courses, such as organic chemistry course, class time should focus mainly on knowledge application.

The results of this study indicate improving meta-cognitive thinking and learning skills. The students showed better ability to cope with higher order learning assignments during actual class time, using Flipped classroom strategy. These results suggest that Flipped Learning can be used as an effective pedagogy and educational strategy for developing higher order thinking skills in organic chemistry courses

Keywords:

Chemistry Education, Flipped Classroom, Flipped Learning, Science Education, learning skills, meta-cognitive abilities.