THEORETICAL PERSPECTIVESLearning fu

THEORETICAL PERSPECTIVESLearning fundamental organic chemistry concepts can beviewed as a process of cognitive restructuring, in which newinformation is related to one’s existing knowledge in a process ofassimilation.21,22 By interacting with instructional resources,learners continually restructure their mental models as theydevelop more expert-like knowledge structures that can beaccessed for problem-solving.22 Thus, meaningful learningoccurs when learners connect new ideas to what they alreadyknow.22 The cognitive theory of learning suggests that activelearning pedagogies work because they encourage students toengage in comparing, contrasting, and applying their knowledge.Vygotsky’s zone of proximal development (ZPD)23 is a usefulconcept for designing flipped classroom activities. The ZPD isidentified as the gap between a learner’s performance alone andtheir performance with help from someone more knowledgeable. Focusing instructional efforts in an individual learner’s “zone” is, according to Vygotsky, best for learning.23 Ideally, thein-class activities in a flipped class allow each student to workwithin their constantly changing ZPD. Concept questions,worksheets, and practice problems should expose organicchemistry learners to tasks just beyond their current level ofunderstanding.Although it is ideal to teach within each learner’s ZPD, this isnever possible because classes consist of students with varyingabilities. To approach this ideal, educators should encouragepreclass preparation to help the class obtain a commonbackground. Class activities should increase in complexity anddifficulty, and instructors should encourage students to work attheir own paces. The role of the instructor in the flippedclassroom is to challenge students to construct meaning duringclass by helping students make connections between existingand new knowledge.