Generative Learning Strategies and Prelecture Assignments in a Flipped Forensic Chemistry Classroom

The purpose of this chapter is to show how several instructional strategies were incorporated into a senior-level forensic chemistry course, and how the strategies work together in a complementary fashion. Implementing a flipped classroom model allowed for class time to be used for team-based learning such as projects, activities, and quizzes. Class time was also used for instruction on and the exploration of generative learning strategies such as concept maps, drawing activities, practice testing, and summarizing activities. Generative learning strategies have been shown to promote the generalization and transfer of knowledge. The generative learning activities were designed in a way to help students understand the importance of constructing and interpreting information outside of class time as they study. These generative strategies were then used by students to complete weekly prelecture assignments. These instructional strategies were chosen in an attempt to maximize student engagement in the process of learning. © 2019 American Chemical Society.