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

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.