Johnstone’s Triangle as a Pedagogical Framework for Flipped-Class Instructional Videos in Introductory Chemistry
Bibliographic record
Abstract
A growing body of educational research is demonstrating the improvements to learning gains and student performance that can be promoted by a flipped-classroom model in university chemistry courses. Usually, a core aspect of the flipped-class model is the student viewing of a preclass instructional video, allotting time for an in-class activity during the following lecture. Flipped-classroom instructional videos were prepared for a first-year general chemistry course at the University of British Columbia’s Okanagan campus. Unlike many flipped-class video resources, these videos are not just narrated screen captures. Instead, they are anchored in live instructor recordings, complemented by three different presentation modes, each designed for pedagogical correspondence to a corner of Johnstone’s triangle: narrated screen capture (symbolic), molecular animations (submicroscopic), and experimental laboratory demonstrations (macroscopic). Live instructor recording created a reliable persona for students to interact with, in keeping with tenets of social agency theory, and video format and design were informed by principles of cognitive load theory. Student responses to these videos and the associated flipped-class modules were assessed by using a mixed method approach. Semistructured interviews provided detailed student feedback regarding both student satisfaction and pedagogical utility. Quiz data assessing pre- and postvideo knowledge and student survey data on attitudes toward the flipped-class modules were also collected. Statistical analyses and coded interview data indicated general appreciation and higher satisfaction with flipped-classroom modules compared to traditional lectures, matched by a general student belief that the flipped modules enhanced their learning. Students feel that interactive questions embedded in the videos and the video segments aligned with the Johnstone’s triangle framework contributed positively to their conceptual understanding, while the humor and enthusiastic tone provided by live-footage instructor segments promotes both viewer engagement and trust in the authenticity of the instructional material.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.026 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.005 | 0.003 |
| Science and technology studies | 0.003 | 0.010 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.011 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".