The experience of flipped classroom in chemical laboratory classes for engineering students: QuimeTube

Sánchez-Palencia González, Yolanda and Bolonio Martín, David and Barrio Parra, Fernando and Izquierdo Díaz, Miguel and García González, Jerónimo Emilio (2019). The experience of flipped classroom in chemical laboratory classes for engineering students: QuimeTube. In: "INTED2019 Proceedings: 13th International Technology, Education and Development Conference.", 11-13 Marzo 2019, Valencia. ISBN 978-84-09-08619-1. pp. 460-467. https://doi.org/10.21125/inted.2019.

Description

Title: The experience of flipped classroom in chemical laboratory classes for engineering students: QuimeTube
Author/s:
  • Sánchez-Palencia González, Yolanda
  • Bolonio Martín, David
  • Barrio Parra, Fernando
  • Izquierdo Díaz, Miguel
  • García González, Jerónimo Emilio
Item Type: Presentation at Congress or Conference (Article)
Event Title: INTED2019 Proceedings: 13th International Technology, Education and Development Conference.
Event Dates: 11-13 Marzo 2019
Event Location: Valencia
Title of Book: INTED2019 Conference Proceedings
Date: 2019
ISBN: 978-84-09-08619-1
Subjects:
Freetext Keywords: Flipped-Classroom; ICTs; chemistry; laboratory lesson; educational video; self-learning; teaching material; didactic resource; first year engineering; QuimeTube
Faculty: E.T.S.I. de Minas y Energía (UPM)
Department: Energía y Combustibles
Creative Commons Licenses: Recognition - No derivative works - Non commercial

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Abstract

Information and Communications Technologies (ICTs) have been widely used to improve the process of learning. The flipped-classroom technique seeks to encourage the self-learning of the students through online lectures, allowing them to use their time in the face -to-face lessons to apply the theoretical concepts and practical methodologies. In this study, we present the results of a flipped-teaching experience applied to Chemistry laboratory lessons. The hypothesis of the work is that the previsualization of the practical development of chemical experiments by the students will reduce their anxiety due to their lack of experience in laboratory tasks and, thus, allow them to focus in theoretical concepts involved in the experiments. The grades obtained in this subject have suffered a negative trend in the last years. Along with this fact, students can optionally choose to study basic chemistry subjects during the pre-university studies, which could lead to a heterogeneous group in relation totheir initial knowledge that may decrease the average grades. This fact highlights the need of reinforcing the theoretical and practical concepts before the laboratory classes. In this context, a flipped methodology is proposed, based on watching videos prior to the lab classes. In these videos, the whole procedure is explained in detail, emphasizing the handling of the material, the theoretical concepts and the safety procedures. Before the laboratory lessons, the students should fill an online test in order to ensure its visualization. At the end of each class, students make an exam that involves theoretical and practical questions. The videos are uploaded to YouTube allowing the acquisition of information about the patterns of use of this didactic resource throughout the academic course. After the Flip-teaching experience, a survey was performed between the students to assess the degree of motivation and satisfaction caused by the new methodology.

Funding Projects

TypeCodeAcronymLeaderTitle
Universidad Politécnica de MadridIE1718.0601UnspecifiedUnspecifiedQUIMETUBE: actualizando las prácticas de Química mediante Aula Invertida y TIC

More information

Item ID: 65115
DC Identifier: http://oa.upm.es/65115/
OAI Identifier: oai:oa.upm.es:65115
DOI: 10.21125/inted.2019
Deposited by: Memoria Investigacion
Deposited on: 11 Nov 2020 07:02
Last Modified: 11 Nov 2020 07:02
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